Croeserw Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
INDICATOR

Bryn Siriol
Cymmer
Port Talbot
SA13 3PL
Pupils
171
Ages
3 - 11
Gender
Mixed
Type
Nursery, Infants & Juniors
4 1 1 2 3 4
NATIONAL AVG. 2.22
Estyn grade
(01/01/2020)
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.


Yellow

NATIONAL AVG. 1
Support category
Green, yellow, amber or red
18.6:1
NATIONAL AVG. 22.0:1
Pupil/Teacher ratio
92.7%
NATIONAL AVG. 94.6%
Attendance during the year
English medium
Language of the school
MORE INFO
61.4%
NATIONAL AVG. 18.4%
Free school meals

School Description

Croeserw Primary School is in the Neath Port Talbot local authority. There are 159 pupils on roll, including 17 nursery pupils who attend part-time. There are seven mixed-age classes and one single-age class. These include two local authority resource classes for pupils with moderate learning difficulties. The average proportion of pupils eligible for free school meals over the past three years is around 61%. This is well above the average for Wales of 18%. The school has identified around 35% of pupils as having special educational needs. This is considerably higher than the national average of 21%. A few pupils have a statement of special educational needs. Nearly all pupils are white British and speak English at home. No pupils speak Welsh at home. Croeserw Primary School, along with Glyncorrwg, Cymer Afan and Pen Afan Primary Schools, is part of the Upper Afan Valley Federation of Schools, which formed in September 2013. The federation was previously one of five schools, but reduced to four primary schools after the closure of Cymer Afan Comprehensive School in July 2019. The headteacher of the federation took up the post in September 2019; he had been the primary phase leader since 2013. Each primary school has a lead learner who is responsible for the day-to-day running of the school. 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 Croeserw Primary School January 2020 Summary All staff provide pupils with effective care, support and guidance and place a high priority on ensuring that they have high levels of wellbeing. As a result, nearly all pupils feel safe in school and enjoy its welcoming and inclusive environment. Strategies to improve behaviour are successful in ensuring that pupils behave well at lunchtime and break times and that they are ready to learn at the start of lessons. Most pupils have positive attitudes to learning and work well together. However, their problem-solving skills are underdeveloped and they do not have sufficient opportunities to develop skills such as resilience and perseverance. Nearly all pupils start school with skills lower than expected for their age. As they move through the school, many make suitable progress in their literacy, numeracy and ICT (information and communication technology) skills. Teachers provide learning experiences that excite and engage pupils but they do not always adapt tasks and activities well enough to match the needs of those of all abilities. As a result, not all pupils make the progress of which they are capable. Provision in the learning resource classes is a strength of the school. Pupils in these classes make good progress and participate in all aspects of the school’s life. Since the establishment of the federation of primary schools in September 2019, the headteacher and the lead learner at Croeserw have continued to focus on the wellbeing of pupils as an important priority. School leaders collect a broad range of information about pupils’ achievements and use this well to plan interventions for pupils needing extra support. However, their monitoring and evaluation activities do not focus well enough on evidence from classroom practices including the quality of teaching and the standards that pupils achieve. Arrangements to share best practice in teaching and in provision for skills across the federation are at an early stage of development. 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 Adequate and needs improvement 2 A report on Croeserw Primary School January 2020 Recommendations R1 Improve teaching and learning so that all pupils make the progress of which they are capable R2 Improve provision to develop pupils’ literacy skills, particularly in reading R3 Develop pupils’ independent learning skills, including their capacity to reason, solve problems and improve their own work R4 Strengthen the contributions of leaders at all levels, across the federation, particularly to evaluation and improvement work R5 Improve attendance and punctuality 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.

Croeserw 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
Source:
All attending pupils
Pupil Level Annual School Census 2019
Pupil heat map key

How many pupils attending the school live in the area?

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Some
Few



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

01639 763580, 01639 763730

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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