Haverfordwest High VC School
Catchment Area, Reviews and Key Information

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Off Portfield Avenue
SA61 1EQ
01437 764147
Not Available
Not Available
Secondary (ages 11-19)
4 1 1 2 3 4
Estyn grade
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% Pupils achieving 5+ GSCEs A*-C inc. English/Welsh and Maths
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School Description

Haverfordwest High VC School is an English-medium 11 to 18 mixed community voluntary controlled school in Pembrokeshire. It opened in September 2018, following the closure of Tasker Millward VC School and Sir Thomas Picton School. During its first year, the new school operated on both of the previous school sites. Since November 2019, all pupils are located on the old Tasker Millward site. The school is due to move to a new building in 2022. The school has 1,625 pupils on roll, including 155 in the sixth form. Around 15% are eligible for free school meals, which is close to the national average of 16.4%. Around 6% live in the 20% most deprived areas of Wales. The proportion of pupils that have a special educational need is 27%, which is above the national average of 22.9%. Around 1% of pupils have statements of special educational needs. This figure is lower than the average of 2.2% for Wales as a whole. Around 1% of pupils have English as an additional language. Most pupils come from a white British background. Only a very few pupils are fluent in Welsh. The senior leadership team consists of the headteacher, two deputy headteachers, four assistant headteachers and a business manager. 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 Haverfordwest High VC School December 2019 Summary During a highly challenging start to the school’s existence, the leaders, staff, pupils and governors of Haverfordwest High VC School have shown considerable resilience and a strong commitment to forging and embedding the new school’s identity. Despite the substantial challenges that the school has experienced and continues to face, it is beginning to establish itself as an inclusive learning community. Many pupils make sound progress in their lessons and have a positive attitude to their learning. In the majority of cases, their progress is supported well by effective teaching. However, there is too much variation in the quality of teaching both within and across subject areas. In addition, leaders do not plan well enough for the progressive development of pupils’ skills across the curriculum. The headteacher has a clear vision for the school that is understood clearly by staff. The school is working hard to ensure that this vision is communicated clearly to the local community. In many cases, leaders have sound understanding of the school’s strengths and areas for development, and are beginning to secure improvement. However, leadership has not had enough impact on, for example, rates of attendance or the effectiveness of teaching and assessment. Inspection area Judgement Standards Adequate and needs improvement Wellbeing and attitudes to learning Adequate and needs improvement Teaching and learning experiences Adequate and needs improvement Care, support and guidance Adequate and needs improvement Leadership and management Adequate and needs improvement 2 A report on Haverfordwest High VC School December 2019 Recommendations R1 Improve pupils’ skills by strengthening the leadership and co-ordination of provision for the development of pupils’ skills across the curriculum R2 Strengthen the role of middle leaders, in particular how they evaluate provision and secure improvement R3 Improve the effectiveness of teaching and assessment R4 Improve attendance R5 Strengthen provision for pupils with special educational needs, in particular how effectively these pupils’ targets are set, monitored and reviewed 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.

Haverfordwest High VC School Catchment Area Map

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

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heatmap example
All attending pupils
Pupil Level Annual School Census 2020
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

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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