ST MARY`S R.C. (A) SCHOOL
Catchment Area, Reviews and Key Information

Primary
PUPILS
61
AGES
3 - 11
GENDER
Mixed
TYPE
Nursery, Infants & Juniors

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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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
01597 827460 

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?

Estyn
NATIONAL AVG. 2.17
Estyn Report
(01/03/2025)
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)

16.9:1
NATIONAL AVG. 21.3:1
Pupil/Teacher ratio
89.8%
NATIONAL AVG. 92.2%
Attendance during the year
English medium
Language of the school
MORE INFO
33.1%
NATIONAL AVG. 22.9%
Free school meals
15.8%
NATIONAL AVG. 3.2%
Pupils with SEN support
Milford Road
Newtown
Powys
SY16 2EH
01686625582

School Description

St Mary’s fosters a nurturing and inclusive school community where pupils feel safe, protected, and valued. The headteacher provides considerate and compassionate leadership, supported by a strong team ethos among staff who maintain positive relationships with pupils and parents. This contributes to an inclusive culture where pupils are generally sociable and polite, and benefit from a strong anti-bullying culture. Leaders demonstrate a suitable understanding of the school’s strengths and development areas through regular self-evaluation. Governors offer robust support and challenge to the school. Where planning for improvement is effective, such as in Welsh, most pupils make good progress. Leaders are dedicated to fostering Welsh culture and language among both staff and pupils. They place importance on relevant professional development, which improves the teaching and learning of Welsh. However, the development of the curriculum and improving teaching has not received sufficient attention and a minority of pupils do not engage in their learning or make the progress they are capable of. Staff generally develop positive and respectful relationships with pupils, creating calm and purposeful learning environments. Many pupils display positive attitudes towards their learning and generally behave well. However, in all classes a small number of pupils display low-level disruptive behaviour that impacts negatively on their learning and that of others. Many pupils, including those with additional learning needs (ALN), make suitable progress with their oracy, reading, writing, mathematical, and digital skills. Staff interact with pupils frequently during lessons and often provide helpful prompts and feedback that assist them to correct errors and take the next steps in their learning. Generally, the impact of feedback is inconsistent and too often does not support pupils to make the progress of which they are capable. The school is in the early stages of developing a curriculum. Leaders and staff continue to review and refine this aspect of the school’s work. Despite this, recent developments have not led to a consistent approach that supports reliably strong pupil engagement and progress across the school. While leaders have put in place whole-school procedures to improve attendance, they have not had sufficient impact on how regularly pupils come to school and their punctuality.

ST MARY`S R.C. (A) SCHOOL Parent Reviews



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