Milford Haven School
Catchment Area, Reviews and Key Information

11 - 18
Secondary (ages 11-19)

How Does The School Perform?

4 1 1 2 3 4
Estyn grade
Full Report
% Pupils achieving 5+ GSCEs A*-C inc. English/Welsh and Maths

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Steynton Road
Milford Haven
SA73 1AE
01646 690021

School Description

Milford Haven School is an English-medium 11 to 18 mixed comprehensive school maintained by Pembrokeshire local authority. There are currently 911 pupils on roll, which includes 79 pupils in the sixth form. These figures are lower than at the time of the last inspection, when there were 1,080 pupils, including 154 in the sixth form. The school serves the town of Milford Haven and the surrounding rural area. Around 23% of pupils are eligible for free school meals, which is higher than the national average of 17%. Almost 27% of pupils live in the 20% most deprived areas in Wales. Most pupils come from a white, British background and 1.8% of pupils speak English as an additional language. Currently, 20% of pupils are on the special educational needs register, which is lower than the national average of 25.1%. One per cent of pupils have a statement of special educational needs, which is lower than the national average of 2.4%. The school has been without a substantive headteacher since the end of September 2017. The deputy headteacher has taken up the post of acting headteacher during this time. The rest of the senior leadership team consists of a deputy headteacher, an assistant headteacher and three interim senior leaders. Further information is available from the Welsh Government My Local School website at the link below. 1 A report on Milford Haven School November 2017 Summary Milford Haven School has an inclusive and caring ethos. The majority of teachers establish good working relationships with pupils which foster learning well. The majority of pupils demonstrate positive attitudes to learning and make suitable progress in developing their knowledge and understanding. The poor behaviour and negative attitudes of a minority of pupils have a detrimental effect on school life as well as impacting on learning across all year groups. As a result, a minority of pupils make insufficient progress in developing their knowledge, understanding and skills. During the last three years, leadership has impacted positively on improving performance in the majority of key performance indicators at key stage 4. On the whole, leaders have a sound broad understanding of many of the main strengths and weaknesses of the school’s work. However, the school does not have a sufficiently co-ordinated approach to the progressive development of pupils' skills across the curriculum and teaching requires urgent improvement. Policies and procedures to manage behaviour are ineffective. Inspection area Judgement Standards Adequate and needs improvement Unsatisfactory and needs urgent improvement Unsatisfactory and needs urgent improvement Wellbeing and attitudes to learning Teaching and learning experiences Care, support and guidance Adequate and needs improvement Leadership and management Adequate and needs improvement 2 A report on Milford Haven School November 2017 Recommendations R1 Raise standards at key stage 4 and improve the progress made by all pupils in lessons, in particular their development of literacy and numeracy skills R2 Improve pupil behaviour and attitudes to learning R3 Improve the quality of teaching R4 Strengthen the planning for the development of pupils’ skills R5 Improve the quality and impact of leadership, particularly through the strengthening of arrangements for self-evaluation and improvement planning R6 Address the deficit budget What happens next In accordance with the Education Act 2005, HMCI is of the opinion that this school is in need of significant improvement. The school will draw up an action plan that shows how it is going to address the recommendations. Estyn will monitor the school’s progress about 12 months after the publication of this report.

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 2020
01437 764 551

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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