Connah's Quay High School,
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1085
AGES
11 - 18
GENDER
Mixed
TYPE
Secondary (ages 11-16)
SCHOOL GUIDE RATING
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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
01352 704 068/704073

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. 2.18
Estyn Report
(01/01/2023)
Full Report - All Reports
322.8
GCSE average points
score (capped 9)
NATIONAL AVERAGE 358.1



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How School Guide Rates Secondary Schools

For secondary schools in Wales, schools are rated on key performance indicators for pupils up to the age of 16 (GCSE only) due to the fact the government did not publish A level data for the last academic year.
Golftyn Lane
Connah's Quay
Flintshire
CH5 4BH
01244 813491

School Description

In recent years, the school has had a number of different headteachers in a short space of time. These changes have had an impact on the school’s capacity to maintain a consistent approach to improving key aspects of its work. Despite this, leaders have fostered an inclusive ethos and developed a range of strategies to support pupils’ well-being. The recently appointed new headteacher has a clear vision for the school’s future and is quickly gaining an understanding of the strengths and areas for improvement in the school’s provision. In general, pupils are positive about their school experience and value the support that is provided. However, a few pupils feel that issues such as bullying are not dealt with well enough, and a minority do not feel that the school’s approaches to managing behaviour are consistently fair. Although membership of the senior leadership team other than the headteacher has remained relatively stable during recent years, over time, their roles have become unclear and unbalanced. This hampers their capacity to secure improvement and makes it difficult for them to be held to account fully. In addition, systems to evaluate the school’s provision and plan for improvement are not robust or precise enough. This has led to leaders at all levels having an overgenerous view of the school’s performance. As a result, leadership has not had sufficient impact on, for example, the quality of teaching or pupils’ attendance, engagement and progress. In the majority of cases, teaching is suitably effective, but pupils are not always challenged enough, which limits the progress they make. The school has beneficial provision to support pupils with additional learning needs and those for whom English is an additional language. However, it does not have a coherent strategy for developing pupils’ skills in literacy, numeracy, information and Welsh, or their digital skills.

Connah's Quay High School, Parent Reviews



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