Pen Afan Primary
Catchment Area, Reviews and Key Information

School Guide Rating

Western Terrace
Port Talbot
SA13 3YE
3 - 11
Nursery, Infants & Juniors
4 1 1 2 3 4
Estyn grade
View Report

School level results for primary schools were not published by the Welsh Government in 2019. We give a summary star rating based on the last available data as a helpful indicator to parents. This is to be used as a guide only. You can view national level results including the percentage of pupils across Wales achieving the expected levels for the Foundation Phase (age 7) and at Key Stage 2 (age 11) here.


Support category
Green, yellow, amber or red
Pupil/Teacher ratio
Attendance during the year
English medium
Language of the school
Free school meals

School Description

School Pen Afan Primary School is in Blaengwynfi in the Neath Port Talbot local authority. There are 130 pupils on roll, including 24 nursery pupils who attend part-time. There are five mixed-age classes. The average proportion of pupils eligible for free school meals over the past three years is around 30%. This is well above the average for Wales of 18%. The school has identified around 38% of pupils as having special educational needs. This is considerably higher than the national average of 21%. Nearly all pupils are white British and speak English at home. No pupils speak Welsh at home. Pen Afan Primary School, along with Glyncorrwg, Croeserw and Cymer Afan Primary Schools, is part of the Upper Afan Valley Federation of Schools, which formed in September 2013. The federation was previously one of five schools, but reduced to four primary schools after the closure of Cymer Afan Comprehensive School in July 2019. The headteacher of the federation took up the post in September 2019; he had been the primary phase leader since 2013. Each primary school has a lead learner who is responsible for the day-to-day running of the school. Further information is available from the Welsh Government My Local School website at the link below. 1 A report on Pen Afan Primary School January 2020 Summary Nearly all pupils behave very well at school. They are kind and courteous to each other and respectful to staff and visitors. Most display good levels of wellbeing at school. They engage positively with learning experiences and develop beneficial strategies to help them deal with any social and emotional challenges that life presents. Most pupils make suitable progress as they move through the school. Pupils with special educational needs generally do well at school from their individual starting points. However, pupils, especially the more able, do not always make the progress they could and in general, many do not have strong independent learning skills. Staff provide high levels of care support and guidance for pupils and establish respectful relationships with them. These relationships ensure a calm environment that benefits all members of the school community. Teachers provide pupils with a suitably balanced curriculum that engages their interests well but does not consistently develop their literacy, numeracy and independent learning skills well enough. Since the establishment of the federation of primary schools in September 2019, the headteacher, with the support of staff and governors, has made the wellbeing of pupils the top priority. This is evident in the care support and guidance afforded to pupils across the federation of schools. The federation’s leaders are beginning to establish a culture of collaboration and sharing which benefits the wellbeing of staff and pupils. This culture sets a positive tone for the work in each of the federation’s schools. However, school leaders have not ensured that standards of teaching and learning experiences are consistently good in all of the schools within the federation. Self-evaluation processes and arrangements to share best practice in teaching and in provision for skills are at an early stage of development. Inspection area Judgement Standards Adequate and needs improvement Wellbeing and attitudes to learning Good Teaching and learning experiences Adequate and needs improvement Care, support and guidance Good Leadership and management Adequate and needs improvement 2 A report on Pen Afan Primary School January 2020 Recommendations R1 Improve teaching and learning so that all pupils make the progress of which they are capable R2 Improve provision to develop pupils’ literacy skills R3 Develop pupils’ independent learning skills, including their capacity to reason, solve problems and improve their own work R4 Strengthen the contributions of leaders at all levels, across the federation, particularly to evaluation and improvement work R5 Improve attendance and punctuality 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.

Pen Afan Primary 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 2019
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

01639 763580, 01639 763730

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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