Magor V A Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
301
AGES
3 - 11
GENDER
Mixed
TYPE
Nursery, Infants & Juniors

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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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
01633 644644

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?

Estyn
NATIONAL AVG. 2.17
Estyn Report
(01/01/2025)
Full Report - All Reports
PRI

Teacher assessment data for primary schools is not published at school or local authority level by the Welsh government. Parents can view individual school websites for the Key Stage 2 (age 11) subject level results for pupils in Reading, Writing, Maths and Grammar Punctuation & Spelling (GPS)

23.2:1
NATIONAL AVG. 21.3:1
Pupil/Teacher ratio
93.5%
NATIONAL AVG. 92.2%
Attendance during the year
English medium
Language of the school
MORE INFO
12.4%
NATIONAL AVG. 22.9%
Free school meals
Sycamore Terrace
Magor
Newport
Monmouthshire
NP26 3EG
01633880327

School Description

Magor Voluntary Aided Primary School is a welcoming and inclusive school with a strong sense of community, where pupils feel safe and happy. Most pupils, including those with additional learning needs (ALN) and those from challenging socio-economic backgrounds, make good overall progress during their time at school. Since his recent appointment, the headteacher has communicated a clear vision for the school based upon raising aspirations whilst maintaining a strong focus on the well-being of pupils and staff. Working closely with a skilled leadership team, he ensures that his vision motivates the school community, ensuring everyone feels valued and supported. Provision for pupils with ALN is a strength of the school. Teachers and support staff know their pupils well. They respond well to the wide range of pupils’ needs and support them to make good progress in relation to their individual learning and developmental targets. Leaders evaluate the effectiveness of aspects of the school’s work appropriately. They use this information suitably to bring about improvements, for instance to Welsh language provision. However, leaders have not identified the need to ensure that teaching supports all pupils, especially the more able, to make the progress they could in developing and applying their skills. Teachers develop pupils’ oracy, reading, writing and Welsh language skills suitably. Across the school, pupils make strong progress in their mathematics and digital skills. Teachers generally provide a broad and interesting range of learning experiences. There are valuable opportunities for pupils to develop skills and interests in other areas of learning such as music and sport and to take on leadership roles through a variety of pupil voice groups. However, teachers do not always support pupils to build effectively upon prior learning to ensure that they make the progress that they could over time.

Magor V A Primary School Parent Reviews



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