St Giles Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
380
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
01978 292000

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
(01/06/2024)
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)

21.8:1
NATIONAL AVG. 21.3:1
Pupil/Teacher ratio
90.5%
NATIONAL AVG. 92.2%
Attendance during the year
English medium
Language of the school
MORE INFO
26.6%
NATIONAL AVG. 22.9%
Free school meals
1.9%
NATIONAL AVG. 3.2%
Pupils with SEN support
Madeira Hill
Wrexham
LL13 7DG
01978318880

School Description

St Giles Church in Wales Primary School is a happy, inclusive school where leaders place a high importance on the well-being of pupils. Relationships between staff and pupils are positive. Nearly all pupils are kind and considerate to each other and behave very well. The school develops strong working relationships with parents and the community. Nearly all pupils settle in well when they join the school. Many pupils, including those with English as an additional language (EAL) and those attending the learning resource provision (LRP) class, make good progress in developing their speaking and listening skills. However, the quality of teaching and assessment is variable. As a result, staff do not build on pupils’ knowledge and skills systematically. By the time they reach Year 6, many pupils read with confidence and fluency. However, overall, the teaching of reading is inconsistent and pupils do not develop effective higher order reading skills, such as inference and deduction. Teachers plan a range of learning activities that focus well on the termly topics. However, teaching often lacks pace and does not meet the needs of all pupils well enough. Staff tend to over-direct learning activities and do not regularly provide feedback for pupils to improve their work. As a result, pupils do not develop sufficiently strong independent learning skills. Leaders’ plans for school improvement do not focus sharply enough on the progress and development of pupils’ outcomes or skills. Although they have identified areas to improve, such as the development of reading and phonics, progress is slow and lacks rigour. They do not always identify other important areas in need of improvement, such as pupils’ digital skills and their use of numeracy across the curriculum.

St Giles Controlled Primary School Parent Reviews



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