Ysgol Tir Morfa

Secondary
Special school
Ffordd Derwen
Rhyl
Denbighshire
LL18 2RN
Bust
Pupils
140
Cake
Ages
3 - 19
Gender
Gender
Mixed
Building
Type
Special
Mr ofsted
4 1 1 2 3 4
NATIONAL AVG. 2.22
Estyn grade
(01/05/2018)
View Report

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

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School Description

Ysgol Tir Morfa is a day special school situated across two sites in Rhyl and maintained by Denbighshire local authority. The school provides placements for pupils aged 3 to 19 years who have a statement of special educational needs, or who are undergoing statutory assessment. Pupils at the school have a range of needs, including autistic spectrum disorders, speech, language and communication needs and moderate, severe and profound learning difficulties. There are currently 136 pupils on roll, of whom just under 50% are eligible for free school meals. Nearly all the pupils are from homes where English is the main spoken language. The school aims to provide a happy, safe learning environment to nurture pupils in lifelong communication, independence and life skills. The school was last inspected in December 2011. The current headteacher took up post in April 2017. 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 Tir Morfa May 2018 Summary Ysgol Tir Morfa is a day special school that places great focus on providing a caring, nurturing learning experience for all its pupils. Staff, governors and pupils fully embrace the school’s motto ‘Learning to live, living to learn’. Over time, in relation to their needs and abilities, nearly all pupils make excellent progress in developing their independence skills. Pupil behaviour in classes and around the two school sites is usually exemplary. Staff foster positive, close and respectful working relationships with pupils. Teachers use well their knowledge of pupils’ needs and areas for development in planning stimulating learning experiences. The curriculum builds successfully on pupils’ existing knowledge and understanding. Leaders ensure positive outcomes for pupils, giving them the necessary skills to be happy, safe and as independent as possible. Leaders place a clear focus on improving the quality of teaching and learning and building positive staff-pupil relationships. Inspection area Judgement Standards Good Wellbeing and attitudes to learning Good Teaching and learning experiences Good Care, support and guidance Good Leadership and management Good 2 A report on Ysgol Tir Morfa May 2018 Recommendations R1 Develop the curriculum in order to extend the range of accreditation on offer, particularly for the more able R2 Develop consistent approaches to the use of agreed communication strategies across the school R3 Address the site security and wellbeing issues identified during the inspection R4 Strengthen self-evaluation procedures What happens next The school will draw up an action plan to address the recommendations from the inspection. Estyn will invite the school to prepare a case study on its work in relation to keeping parents informed about their children’s progress, for dissemination on Estyn’s website.

Ysgol Tir Morfa 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
Source:
All attending pupils
Pupil Level Annual School Census 2019

Pupil heat map key

Thermometer
Many
Some
Few
01824 712622

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 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 last 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.

See Pupil heat maps FAQs for more information about the source of pupil heat map data.

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