Pencoedtre High School
Catchment Area, Reviews and Key Information

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Secondary (ages 11-19)

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

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.

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Merthyr Dyfan Road
Vale of Glamorgan
CF62 9YQ
01446 403500

School Description

Pencoedtre High School is a caring school where most teachers nurture positive relationships with pupils. The headteacher and senior leadership team managed the challenges of the COVID-19 pandemic well. However, there is a lack of clear, strategic direction from senior leaders and too much confusion over roles and responsibilities. Consequently, their work is not having enough impact on improving important aspects of the school’s work. These aspects include attendance and behaviour, the quality of teaching and assessment, the provision for skills, as well as the provision for pupils with additional learning needs (ALN) and others in need of additional support. Leaders do not evaluate the impact of their work well enough, particularly in relation to teaching and assessment. As a result, their improvement planning is not sufficiently precise and therefore is not effective enough. Pupil attendance is a significant cause for concern and leaders lack a comprehensive understanding of the issues affecting attendance. A majority of pupils are friendly and welcoming and enjoy positive relationships with staff and peers. However, minority of pupils are late to lessons, easily distracted and do not engage constructively in their learning. A few pupils do not behave well enough in lessons and around the school and this is impacting on their own progress and that of others. In a majority of lessons, teachers plan a range of useful activities and provide helpful support that enables pupils to make broadly suitable progress. A few of these lessons are particularly effective and ensure that pupils make secure progress. In a minority of lessons, teachers do not plan well enough and often do not allow pupils to develop and learn independently. These teachers’ expectations are too low and pupils make limited progress in their lessons. The school’s general approach to assessment does not enable teachers or pupils to understand what they are doing well and what they need to improve well enough. The school’s broad and balanced curriculum is enhanced by a range of valuable extra-curricular activities and a variety of academic and vocational options. However, there are insufficient opportunities for pupils to develop and apply their skills across the curriculum. For example, across all subjects, pupils produce relatively little written work. Leaders and staff have a clear aspiration to support pupils’ well-being. The school works well with external agencies and offers a wide range of provision to address pupils’ needs. However, leaders’ quality assurance of this provision is not sufficiently robust and the reasons why pupils are selected for different provisions are not clear enough. The school has started to address the requirements of the Additional Learning Needs Education Tribunal (Wales) Act, but the provision and strategic oversight of this area of work is underdeveloped and only a few pupils have individual.

Pencoedtre High School Parent Reviews

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