Ysgol Henry Richard
Catchment Area, Reviews and Key Information

Middle
PUPILS
381
AGES
3 - 16
GENDER
Mixed
TYPE
Middle (ages 3-16)
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
01545 570881

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
(01/10/2024)
Full Report - All Reports
379.3
GCSE average points
score (capped 9)
NATIONAL AVERAGE 352.1



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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.
Tregaron
Ceredigion
SY25 6HG
01974298231

School Description

Ysgol Henry Richard operates effectively as one caring community for pupils aged 3 to 16. Across the school, staff promote pupils’ well-being successfully and provide strong pastoral support. As a result, many pupils have positive attitudes to learning and behave well in lessons and around the school. The headteacher and his senior leadership team share a clear vision based on celebrating the community of Tregaron and Welshness. In turn, teachers provide learning activities that are often inspired by the local area. This is a notable aspect of the school’s work. Many lessons across the school are interesting and challenge pupils appropriately. In these lessons, teachers make skilful use of techniques such as questioning and modelling. As a result, many pupils make at least appropriate progress in lessons. On the whole, many pupils make suitable progress in developing their skills. Provision for developing pupils’ creative skills is a strength and pupils benefit from a variety of opportunities to perform in different contexts. Many pupils develop literacy skills successfully, particularly in Welsh and English lessons. However, although pupils are given opportunities to apply literacy, numeracy and digital skills in their work across the curriculum, these activities are not always planned purposefully enough to enable pupils to develop their skills progressively over time. Leaders have suitable processes for self-evaluating provision and planning for improvement, but they do not always focus enough on the effect of their work on pupils’ outcomes. Although pupils’ attendance levels have increased recently, they have not improved to pre-pandemic levels. The number of pupils who are absent persistently is also too high.

Ysgol Henry Richard Parent Reviews



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