Pentrebane Primary School
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
029 2087 2909

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
Pupils with SEN support
Beechley Drive
02920 565773

School Description

Most pupils in Pentrebane Primary School behave well. They are courteous to each other, to staff and to visitors. Staff at the school support the well-being of pupils effectively. They have created an inclusive, nurturing environment where pupils feel safe and cared for. Teachers and teaching assistants deliver an appropriate range of interventions to support pupils’ emotional health, and this is having a positive impact on pupils’ well-being. As pupils move through the school, the progress they make is inconsistent. This means that too many pupils do not develop their skills in writing, numeracy, information and communication technology (ICT) or Welsh well enough. These weaknesses have a negative effect on their work in other areas of the curriculum. The school is beginning to use an increasing range of visits and visitors to enhance pupils’ experiences. Pupils enjoy these and respond positively, talking enthusiastically about what they have learnt. However, the school’s curriculum does not offer opportunities for pupils to develop and use their skills in a co-ordinated and progressive manner. Across the school, staff have forged strong working relationships with pupils. However, the quality of teaching across the school is too variable. Often, teachers’ expectations of what pupils can achieve are too low and the pace of learning is too slow. Teachers regularly structure activities too tightly and guide pupils’ learning too much. This hampers pupils’ capacity to become independent learners who can work things out and think for themselves. Teachers’ feedback to pupils does not always help them to understand what they need to do in order to improve their work. The school does not have a stable and effective leadership structure. This is impacting significantly on the school’s ability to meet the needs of its pupils and ensure the progressive development of their skills, knowledge and understanding. Over time, leaders have not monitored the school’s work robustly enough. This means that they have not identified major shortcomings in the school’s work or put in place actions to address them. Consequently, important national priorities such as planning to implement the curriculum for Wales are still at an early stage of development and the overall quality of teaching and learning is not good enough. Leaders have not promoted the importance of good attendance successfully enough. They have not analysed attendance issues or addressed persistent absence effectively and therefore attendance rates remain too low. Members of the school’s governing body are keen and enthusiastic but due to an insufficient number of members, and an overreliance on the views of leaders about the quality of the school’s work, they have been unable to provide effective support and challenge to the school.

Pentrebane Primary School Parent Reviews

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News, Photos and Open Days from Pentrebane Primary School

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