Ysgol y Plas
Catchment Area, Reviews and Key Information

Primary
PUPILS
82
AGES
3 - 11
GENDER
Mixed
TYPE
Nursery, Infants & Juniors

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
01492 575592

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
(01/05/2022)
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)

19.6:1
NATIONAL AVG. 20.9:1
Pupil/Teacher ratio
89.6%
NATIONAL AVG. 91.5%
Attendance during the year
English medium
Language of the school
MORE INFO
19.5%
NATIONAL AVG. 23.7%
Free school meals
Llanelian
Old Colwyn
Conwy
LL29 8YY
01492 680601

School Description

Pupils at Ysgol Y Plas show high levels of kindness and consideration for each other. They generally enjoy school and behave well. During their time at school, most pupils enjoy opportunities to create music and artwork and make good progress in developing these skills. Overall, they make appropriate progress in developing their literacy, numeracy and digital skills, but progress in specific aspects of literacy, particularly writing, is not always as good as it could be. Teachers and other adults at the school create a caring atmosphere where nearly all learners feel safe and are confident that the grownups will help them when they need support. They use a good range of strategies to help pupils to participate positively in lessons. Teachers are beginning to take account of pupils’ ideas when planning learning experiences. Increasingly, they use innovative real-life scenarios as a stimulus for learning. Pupils respond very well in these instances and make good progress as a result. However, learning experiences do not always provide the right level of challenge for learners or match their developmental needs well enough. For example, younger pupils do not have enough opportunities to learn through play and exploration and the school’s arrangements to develop pupils’ literacy skills do not always support learners to develop their skills progressively. School leaders provided effective leadership during the pandemic. Quite rightly, they focused on caring for the school community and on supporting pupils to continue to learn and develop. Leaders work in partnership with parents and the local high school successfully to improve resources, broaden pupils’ learning experiences and support transition to the next stage of learning. Leaders generally identify worthwhile priorities for improvement and support these with appropriate actions. In a few instances, such as the school’s work to support pupils with additional learning needs, this work is making a positive difference. The school’s arrangements to monitor its own work have been hindered by the recent pandemic. Positive strategies, such as the involvement of governors and pupils in learning walks, have had to be suspended. Leaders have drawn upon information from national tests to inform their improvement strategy but, even when giving due consideration to the recent pandemic, they have not looked closely enough at the quality of teaching and the progress that pupils make over time. Consequently, they have not identified important aspects of the school’s work that need to be better, including provision for pupils from nursery to Year 2.

Ysgol y Plas Parent Reviews



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