Catchment Area, Reviews and Key Information

3 - 11
Nursery, Infants & Juniors

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
01978 298991

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?

Full Report
Estyn Report
Full Report - All Reports

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)

Pupil/Teacher ratio
Attendance during the year
English medium
Language of the school
Free school meals
Minera Hall Road
LL11 3YE
01978 269500

School Description

Most pupils start Minera Primary School with weak literacy and numeracy skills. From these starting points and over time they do not make sufficient progress in the development of these skills, particularly in the development of writing. Nearly all pupils behave well, and most younger pupils engage enthusiastically in the outdoor learning environment where they begin to learn through exploration. The school has begun to develop its curriculum in line with Curriculum for Wales based around a range of themes. Teachers are starting to enhance learning suitably through a range of trips and visits. However, provision for the progressive development of key skills such as literacy and numeracy is underdeveloped. As a result, the majority of pupils do not progress as well as they should in these areas. Teachers and support staff prioritise pupils’ well-being and forge positive relationships with them. This supports pupils to feel safe and to be considerate and respectful to others. However, teaching does not consistently meet the needs of all pupils well enough. Too often, teachers’ expectations of what pupils can achieve are too low and the pace of learning is too slow. Teachers rely heavily on standardised test data and do not use day-to-day assessment well enough to ensure that all pupils make the progress they are capable of making. The school is inclusive and provision for pupils with additional learning needs (ALN) is appropriate. As a result, most pupils with ALN make suitable progress against their individual targets. Leaders and teachers promote a strong safeguarding culture, and they develop pupils’ spiritual, moral and social skills well. Whilst the school promotes the benefits of healthy eating appropriately, a minority of pupils eat unhealthy snacks at breaktimes. Following a period of staffing change and uncertainty leaders have put in place a new leadership structure. These roles are at an early stage of development. Leaders have begun to work with staff to address a few improvement priorities including reading and ALN. However, generally, leaders have not monitored the school’s work carefully enough. As a result, they do not identify important aspects of the school’s provision and teaching that require improvement.

Minera Parent Reviews

Average Parent Rating

“Minera school”

We have lived in many areas across the country due to work commitments and our children have attended different schools over that period, however I have found Minera school to be one of the best. The family values instilled here have been second to none and the teachers & head are very approachable. We have been welcomed into this community and the school seems to be a huge part of that. We have stayed here now for 8 years and although some parts of the education seemed a little dated at first, it soon caught up with the latest technology and I have found that the headteacher has always been willing to hear any ideas the parents may have to make the school even better. Bullying exists as it does in most schools. However, at Minera, it's just not tolerated. On the occasions I have heard of it or when indeed my daughter was being bullied, it was dealt with swiftly and appropriately and stopped almost as quick as it had started. I was very impressed by this. This school really does have a fantastic family feel about it. I feel secure leaving my daughter here and at ease talking to the teachers if I need to. It's just like a communal extended family where teachers and parents all look after each other. After all, we do have the same interests, for our children to be educated to a high standard in a safe and happy environment. This school has this in place and is doing a great job here. There is a breakfast club facility as well as an after school club which has been a god send for the parents who aren't lucky enough to have a 10-2 job and the teachers and assistants that run these are wonderful! Lovely, kind hearted and the kids love them. My only concern was at one point, that I felt there wasn't anything on offer as regards to after school activities e.g. Sports clubs, inter-school matches etc. This has changed over the last year though and now here there are plenty on offer. Netball, football, choir, art and many more that your child can take advantage of for free. On the whole this has been a wonderful school and I am very pleased that my daughter has had the chance to be part of it.

Very cliquey. If your child isn't related to one of the staff, don't expect fair treatment. No understanding or effort to deal with my child who has SEN. School bullying policy enforcement is weak and there is an old-school style behaviour management culture. Avoid.
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