St. Francis R. C. Primary Sch.
Catchment Area, Reviews and Key Information

Primary
PUPILS
322
AGES
3 - 11
GENDER
Mixed
TYPE
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 2087

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
NATIONAL AVG. 2.17
Estyn Report
(01/06/2022)
Full Report - All Reports
PRI

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)

18.0:1
NATIONAL AVG. 20.9:1
Pupil/Teacher ratio
88.7%
NATIONAL AVG. 91.5%
Attendance during the year
English medium
Language of the school
MORE INFO
61.2%
NATIONAL AVG. 23.7%
Free school meals
Wilson Road
Ely
Cardiff
CF5 4JL
02920 591989

School Description

Leaders, teachers and support staff work hard to create a safe and happy school. Parents and carers are positive about the school’s support for their children, families and the community. They praise leaders and teachers who go out of their way to make sure that all is well at home. Most pupils are confident and friendly. They feel safe and know that there is always someone to help and support them when they need it. They talk at length about the work they are most interested in. On occasion, they find their work less interesting and do not see the purpose of tasks. Throughout the school, many pupils make good progress in aspects of their learning. They develop strong literacy skills in English and use these to support their reading well. When learning across the curriculum, pupils generally apply their writing skills well and develop their ideas through talking and listening to others. Opportunities for pupils to practice other important skills such as numeracy and digital skills are fewer, and for a minority of pupils these tasks are not challenging enough. As a result, a minority of pupils do not make the progress they could and do not always understand how to improve their work. Pupils make contributions to teachers’ planning at the beginning of topics and a few take on roles in the school’s leadership groups. Many pupils do not have enough opportunities to influence school life. The school’s vision to make sure pupils have equal opportunities to achieve excellence can be clearly seen in its strong support for pupil’s additional needs. Leaders carefully consider ways to combat disadvantage and to provide high quality support for those with additional learning needs. Staff, including teaching assistants, ensure that these pupils make good progress in their work. School staff also provide space for pupils to deal positively with their emotions and support them to create good relationships with staff and other pupils. Teachers are beginning to develop authentic opportunities which reflect the new Curriculum for Wales and its four purposes. However, teachers do not plan enough opportunities for pupils to become independent learners. Leaders set purposeful priorities for school improvement that focus on pupils’ learning and well-being. However, teachers do not regularly share the good practice in the school with each other often enough. As a result, there is variability in the quality of teaching, which affects progress and equality of opportunity in a minority of classes.

St. Francis R. C. Primary Sch. Parent Reviews



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