Elfed High School
Catchment Area, Reviews and Key Information

11 - 16
Secondary (ages 11-16)

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils Pupil Level Annual School Census
01352 702121

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.

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.

How Does The School Perform?

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Mill Lane
01244 550217

School Description

Elfed High School (EHS) achieves an effective balance between academic attainment and supporting the well-being of its pupils and staff. The school’s core values of ‘honesty, integrity, respect, high aspirations and self-belief’ are at the heart of what it does. Many pupils have a strong sense of belonging, which is reflected in their good behaviour, courtesy and the pride they exhibit in the school. Many have a positive attitude to learning and engage well in lessons, demonstrating maturity when discussing sensitive issues. They participate enthusiastically in the wide range of extra-curricular activities available to them. The support for pupils’ well-being is a particular strength of the school. Although, overall, attendance is improving, the attendance of pupils eligible for free school meals remains a concern. The headteacher has a clear vision focused on ensuring every student leaves EHS ready to thrive in the wider community. He has developed and shared the vision well in collaboration with staff, pupils and parents. Staff and governors are passionate about the school and are clear in their intention to provide a good education for all pupils. Leaders collect a broad range of first-hand evidence to evaluate their progress. However, in their evaluations and improvement planning, they focus too closely on operational matters and not precisely enough on the impact that teaching has on pupils’ learning. In the majority of lessons, teachers plan suitably for learning and ensure that activities build well on each other. They have appropriate expectations of what pupils can achieve, provide clear explanations, model learning well and support pupils helpfully so that the majority make at least sound progress. However, in a minority of lessons, teachers do not ensure that pupils make enough progress in their learning. This is mainly because they do not challenge pupils effectively to develop their knowledge and skills or because they overly structure their lessons and limit pupils’ opportunities to work independently. The school’s curriculum is inclusive and provides an appropriate range of academic and vocational courses at Key Stage 4. The specialist resource base, ‘Hafan’, is a safe, calm and supportive learning environment in which many of its pupils make good progress in literacy and numeracy skills, but there are fewer opportunities for them to develop other important life skills. Overall, the majority of pupils at EHS make good progress across the curriculum in writing, speaking and listening. They also demonstrate strong physical skills in PE lessons. Pupils do not make as much progress in their reading, numeracy, digital and Welsh language skills across the curriculum because opportunities for them to do so are underdeveloped. Leaders do not monitor the progress of pupils with additional learning needs carefully enough to be certain that all these pupils are making appropriate progress towards their targets.

Elfed High School Parent Reviews

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