Ysgol Gymraeg Gilfach Fargod
Catchment Area, Reviews and Key Information

Primary
School Guide Rating

Commercial Street
Gilfach
Bargoed
CF81 8JG
Pupils
146
Ages
3 - 11
Gender
Mixed
Type
Nursery, Infants & Juniors
4 1 1 2 3 4
NATIONAL AVG. 2.22
Estyn grade
(01/10/2019)
View Report
PRI

School level results for primary schools were not published by the Welsh Government in 2020. 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.


Red

NATIONAL AVG. 1
Support category
Green, yellow, amber or red
22.5:1
NATIONAL AVG. 22.0:1
Pupil/Teacher ratio
95.1%
NATIONAL AVG. 94.7%
Attendance during the year
Welsh medium
Language of the school
MORE INFO
20.4%
NATIONAL AVG. 19.3%
Free school meals

School Description

The school is situated in the village of Gilfach on the outskirts of the town of Bargoed, in the heart of the Rhymney valley in Caerphilly local authority. Pupil numbers have declined over the last three years. There are now 141 pupils between 3 and 11 years old on roll, including 17 part-time nursery pupils. Over the last three years, an average of 20% of pupils have been eligible for free school meals, which is higher than the national average of 18%. The school has identified 21% of its pupils as having additional learning needs. This is the same as the national average. Very few pupils come from Welsh-speaking homes. The school was last inspected in January 2012. Since the summer term 2019, there has been a significant change in the school’s leadership, and the acting headteacher began in post on a part-time contract in September 2019. Further information is available from the Welsh Government My Local School website at the link below. http://mylocalschool.wales.gov.uk/Schools/SchoolSearch?lang=en 1 A report on Ysgol Gymraeg Gilfach Fargod October 2019 Summary During their time at the school, many pupils make adequate progress in their learning. This includes those with special educational needs. Although pupils’ achievement and attainment are now beginning to improve, on the whole, only a few achieve to the best of their ability in their literacy, numeracy and information and communication technology (ICT) skills. The school has a caring ethos, in which pupils and staff respect each other. As a result, pupils behave well and are willing to learn. On the whole, teachers provide tasks and experiences that engage many pupils’ interest appropriately. However, teachers do not have high enough expectations to encourage all pupils to achieve as well as they could. The school does not have systematic procedures for tracking and evaluating pupils’ progress. This is an important shortcoming and means that teachers do not identify pupils’ specific needs in enough detail or measure their progress regularly enough. The lack of strategic leadership over an extended period means that provision has not had a positive enough effect on pupils’ standards. However, following significant support and guidance from officers from the regional consortium over the last six months, the school’s leadership and management are beginning to improve. In a short period of time, the acting headteacher has identified the school’s current strengths and areas for improvement well, and provides robust leadership in order to move it forward. Inspection area Judgement Standards Adequate and needs improvement Wellbeing and attitudes to learning Adequate and needs improvement Teaching and learning experiences Adequate and needs improvement Unsatisfactory and needs urgent improvement Unsatisfactory and needs urgent improvement Care, support and guidance Leadership and management 2 A report on Ysgol Gymraeg Gilfach Fargod October 2019 Recommendations R1 Ensure that leaders, including the governors, operate more effectively in setting a strategic direction for the school and challenging its performance R2 Improve self-evaluation and planning for improvement processes R3 Establish manageable progress-tracking procedures and ensure that teachers use them efficiently to extend learning R4 Ensure that provision for pupils with special educational needs meets their needs R5 Improve pupils’ standards of literacy R6 Ensure that planning and teaching provide appropriate challenge for pupils to achieve to the best of their ability and develop as independent learners What happens next In accordance with the Education Act 2005, HMCI is of the opinion that this school is in need of significant improvement. The school will produce an action plan to show how it will address the recommendations. Estyn will monitor the school’s progress around 12 months after the publication of this report.

Ysgol Gymraeg Gilfach Fargod Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
Pupil Level Annual School Census 2020
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

01443 864870, 01443 864897

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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