Parents

Governors

Please find below details of our Governing body:

Chair of Governors and LEA Governor – David Brookes –I have been a school governor for more than 20 years. Having worked as a senior manager in the local FE college for many years I have hopefully brought much of what I have learned to help the school on its journey. Both my children attended the schools in Porth and my wife also works in Cymmer school and we are active members of a church in Porth. My passion is to give learners every chance possible to achieve their best outcomes.
LEA Governor – Cllr G Caple
LEA Governor – Mr L Hole – I work as a Quality Enhancement Project Manager at Cardiff University. As part of my role, I manage projects that look to enhance policies, processes, and procedures for the maintenance of the academic quality and standards of Cardiff University provision and the protection of the student learning experience. My role also provides me with a remit for managing institutional arrangement for external quality-related reviews and consultations.

I wanted to be a Governor for Porth Community School as I have a great belief in education for all, and the School’s mission statement – ‘aspire together, achieve together’ — is one that truly resonated with me and my belief.

Outside of work and being a governor, I enjoy watching films and TV. I also enjoy learning new things (so much so I’m currently studying towards another degree!).

LEA Governor – Cllr S Hickman
LEA Governor – Cllr R Davis – It is a great privilege to have been appointed to the Governing Body of Porth Community School.

As a governor I will support the school to the best of my ability by being a critical friend. We have great pupils and fantastic staff, supported by caring parents who want the best. If we work together, we can ensure our pupils get the best education.

I am an elected (County Borough) Councillor, for the ward of Porth. I also work part-time for The Open University where I provide employability support and help students organise work experience. I have also worked in community development, been a nurse, been an actor in theatre in-education and a teaching assistant.

Parent Governor – Mrs K Bounds – Katie has always had a keen interest in her children’s school, how it works and what can be done to help make improvements and making a difference to the children’s education. Katie feels like being a parent governor also gives back to the community she lives in. It gives Katie something to be involved in that she enjoys.

Katie is a foster carer for the local authority but has also run playschemes as a playworker aswell as being a carer for the elderly and disabled, With the experience and skills Katie is hoping they can be used to help the rest of the governors and the school wherever is needed or even have training on anything that is needed to facilitate Porth Community School.

In her spare time Katie enjoys taking the children for their rugby training and games. Taking her three dogs to the beach or mountain for them to have a good run around.

Parent Governor – Mrs H Fisher-Holland
I became a Governor as I am invested in being involved in the school process. I have a particular interest in ALN and Well-being 
Parent Governor – Mr J Butt – It is a privilege to be a parent governor for Porth Community School.

I wanted to be a governor to see how the school runs and find out how it works with the help of parents and the local community.

Parent Governor – Mrs S Thomas – Sarah feels privileged to have been appointed to the Governing Body of Porth Community School.

Sarah is an ex civil servant now a full time carer for her autistic daughter

Sarah wanted to become a school governor to become an advocate for children with additional needs.

Sarah spends her time as secretary of the PTFA for Cymmer Primary school and advocating for autism and adhd whilst supporting other parents whilst supporting them

Parent Governor – Miss R Davies
Community Governor – Mr P Crews
Community Governor – Mr S Maddocks
Community Governor – Mrs G Smith –Gemma feels proud to have been appointed to the Governing Body of Porth Community School.

She works at Rhondda Cynon Taff Council as Web Content Advisor in the Web team. Over the years, she has worked in many roles throughout the Council, both for the Local Authority and funded projects and enjoys the challenges and rewards this work entails.

Gemma has a strong belief that a well-rounded, balanced, and robust learning experience should be available to all students and is happy to support in a governing role to ensure that this experience is delivered to its full potential at Porth Community School.

She enjoys walking, camping, music festivals and visiting new countries with her family, but mostly enjoys ferrying her children around to their after-school activities!

Community Governor – Ms C Jones – Cerys feels privileged to have been appointed to the Governing Body of Porth Community School earlier this year. Cerys is a Planning Manager at the University of South Wales working within the Planning and Performance team of the institution’s Executive, where she assists with the strategic planning of the organization. Cerys has also worked across multiple universities within an administrative role throughout her career, predominantly within the field of Quality Assurance.

Cerys wanted to become a school governor for a variety of reasons, the main one being she would like to make a difference to the lives of the next generation. Having worked in higher education for the length of her career, she has always been keen to ensure students are treated fairly with the view to them having the best possible student experience. She feels the skills she has honed to achieve this within higher education are equally relevant to schools and would really like to give back to the local community.

In her spare time, Cerys is Secretary and Treasurer of the Rhondda Learned Society and is also a hotel and restaurant reviewer, with dining out and following Liverpool FC being two of her favourite things.

Community Governor – Mr M Stevenson
Teacher Governor – Miss R Chidgey – I am a year 4 teacher at Porth Community School. I am committed to all aspects of school life and I feel being a Governor is an important part of this. I feel it is important for the teaching body to have a voice as part of the Governing body 
Teacher Governor – Miss K Regan – I’m a staff governor with a passion for literacy, learners and learning.
I am on the Board of Governors to represent the staff and pupils of the school and to ensure our views are expressed and listened to. Happy to represent #TeamPorth
Staff Governor – Mrs C Jones-Morgan – Carly is the Trauma Informed Lead for Porth Community School and has been privileged to work in Porth Community since the school opened, and previously in the old PCCS. Carly started in PCCS working one-to-one as a support assistant and now has the excited opportunity to develop and run her own provision in the school. Carly is an ex-pupil of Porth also.

Carly wanted to become a staff Governor to have the opportunity to represent all non-teaching staff members, and help implement decisions made to ensure the school develops from strength to strength.

In her spare time, Carly helps to run a community amateur Theatre Group.

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Home / School Agreement

Please see below Porth Community Schools Home/School Agreement which outlines what is expected of Parents, The School and Pupils.

Parent/Carer

I/we will:

  • Make sure that my child achieves at least 96% attendance, is on time, in uniform and equipped to learn;
  • Contact the school immediately if my child is absent;
  • Support the school in setting the highest possible standards for my child;
  • Support my child to aspire to achieve the best they can;
  • Take an active and supportive interest in my child’s learning by encouraging completion of homework;
  • Raise any concerns that I have with the school;
  • Attend meetings to discuss my child’s progress or other wellbeing concerns;
  • Support the school’s policy for good behaviour, to help my child to achieve maturity, self-discipline and self-control;
  • Encourage the positive use of leisure time to help my child’s development in and out of school.

School

We will:

  • Welcome you into the day to day life of the school;
  • Challenge your child to aspire to achieve their best and become a confident life-long learner;
  • Provide a stimulating creative curriculum which is inspirational, relevant and enjoyable;
  • Provide a nurturing and inclusive environment;
  • Provide a language-rich environment to support your child’s learning;
  • Care for your child’s safety and happiness;
  • Promote respect for all members of our community;
  • Support your child to become a responsible member of the community, taking care of their surroundings and others around them;
  • Set targets for your child’s progress, inform you of their progress and involve you regularly at all times;
  • Contact you if there are concerns regarding welfare, attendance, punctuality, uniform or behaviour and that we will celebrate with you and the wider community individual and collective successes;
  • Keep you well informed about school activities through regular letters, emails and newsletters.

Pupil

I will be READY to learn by:

  • Arriving at school regularly, on time, in my uniform, with the correct equipment;
  • Coming to school with a positive attitude towards learning;
  • Aspiring to achieve the best I possibly can.

 

I will be RESPECTFUL by:

  • Considering the feelings and property of other people both in school and in the wider community;
  • Caring for the grounds, buildings, furniture and equipment provided by the school.

 

I will be RESPONSIBLE:

  • For my own learning by taking the opportunities that the school has to offer to prepare myself for a fulfilling life as a valued member of society;
  • For keeping to the school rules;
  • For completing homework on time;
  • By being a positive role model in our community and a good friend;
  • By asking for help from adults in school if I feel unsafe, unhappy or I am underachieving.

 

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Safeguarding, Wellbeing and Pastoral Care

We are fully committed to the safeguarding, pastoral care and wellbeing of all of our pupils.  The Director of Wellbeing and Inclusion has responsibility for safeguarding and wellbeing of pupils. All pupils have an allocated tutor who they see daily.  There is also a Wellbeing Manager allocated to each of Y Goedwig, Middle School and Upper School. Their role is specifically to support the wellbeing of the pupils and to work closely with their families.

The school has a moral responsibility to care for and protect all of its pupils. Where we have concerns we will discuss these where possible with parents/carers and with Social Services if necessary.

School Security

Every effort is made to ensure the Health and Safety of all pupils and staff at the school. The school’s Health and Safety Officer monitors safety and security issues and regularly reports to the Governors.  All visitors without exception are asked to report to reception who will then deal with their requests. The premises are monitored throughout the day with teaching staff also supervising the premises at both break and lunch times. No pupil is allowed off the site at either break or lunchtime. The site also has a CCTV system, is fully fenced and traffic on the site is speed limited.

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Communication with parents

We pride ourselves on good communication.

The school website, class charts and texting are the main methods we use to share school news and events. Newsletters and letters may also be sent home.

ClassCharts is used to allow pupils and parents to have electronic access to homework from computers and mobile devices. We celebrate pupils’ successes by sharing praise points they have achieved through ClassCharts. This is also our main source of communication.

The ClassCharts app can be downloaded from https://play.google.com/store/apps/details?id=com.classcharts.android&gl=GB for android devices and from https://apps.apple.com/gb/developer/apple/id284417353 for ios.

Our school Twitter account can be found at @PorthCSchool

Our Facebook page can be found at (1) Facebook

If you are unable to access the internet or receive text messages information can be made available in a different format.

 

 

 

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Payments for school trips and excursions

The school has a charging and remissions policy which, in accordance with Welsh Government Regulations requires a voluntary contribution towards the costs of certain extra curricular activities. These include school excursions, trips etc.

Each time an educational visit or sporting event is arranged, parents will be advised of the cost and invited to make a voluntary contribution to that value. If a large number of parents decide not to make a contribution, then the school may decide not to go ahead with the visit or event.

RCT School Payment Portal

PCS Educational Visits Policy

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Behaviour and Rewards

The school has high expectations for all pupils to have good behaviour at all times.

There is a detailed policy on behaviour and discipline which supports the consistent approach of rewards and sanctions and uses restorative approaches. Successes are celebrated with pupils and parents.

Where there is a cause for concern, parents are informed at an early stage so that school and home can work together to improve the situation.

PCS Behaviour for Learning Policy updated July 2023

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School Curriculum

We provide our pupils with a curriculum which has a wide range of opportunities, is relevant and meets their needs.

Our pupils follow a curriculum which provides a wide range of opportunities, is relevant and meets their needs. This curriculum is designed to encourage pupils towards becoming ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens and healthy, confident individuals.

The new Curriculum for Wales is being followed by all pupils in Y Goedwig, Year 7, and from September 2023, Year 8. The new curriculum identifies progression as a road map for each individual and each may progress at a different rate or take a different path to get to the next stage in their learning journey. The progression steps that currently apply to our pupils are;

 

Progression Step 1      –           Age 3 to 5

Progression Step 2      –           Age 5 to 8

Progression Step 3      –           Age 8 to 11

Progression Step 4      –           Age 11 to 14

 

Children can be anywhere on the progression line and will be supported to make progress. The progression steps relate broadly to the ages outlined above.

For Year 9, the Key Stage curriculum will remain in place for the coming year (2023/2024) and for Years 10 and 11 the Key Stage 4 curriculum will remain in place.

We strive to provide high quality teaching, which is appropriately planned to match the different ways our pupils learn.  This allows the development of positive attitudes to their learning, to gain understanding and knowledge and to develop skills.  Our curriculum prepares our pupils for a rapidly changing society and economy.  Lessons are active, enjoyable and strive to inspire pupils to achieve their best.  Classes are mostly mixed ability with setting in some areas of the curriculum.  The school works on a two-week timetable and includes strong pastoral element. Pupils’ progress is regularly reviewed and pupils are always placed where they will be most successful in their learning.

The academic and pastoral curriculum is delivered across the three phases, Y Goedwig, Nythbran Middle School and Nythbran Upper School. Pupils follow a broad and balanced curriculum, alongside developing their skills in literacy, numeracy, digital competencies and Welsh through the subjects delivered. Opportunities for Enrichment Activities are also provided. Each subject is responsible for the pupils’ learning, attainment and achievement. The school is embracing the new Curriculum for Wales and is enthusiastic in taking advantage of the opportunities it provides our pupils.

AOLE – Maths and Numeracy

The mathematics and numeracy curriculum has been designed to enable the pupils of Porth Community School to realise the four purposes of the new Curriculum for Wales.

It builds high expectations, allowing all pupils to achieve their full potential by offering a broad and balanced provision.

At Porth, mathematical working requires and develops creativity and curiosity, pupils will be encouraged to explore different approaches. Problem solving skills will transfer to all areas of learning experience, to life in general and to the world of work.

Progression is supported along the 3-16 continuum and positive health and well-being is promoted throughout. The development of numeracy skills (the application of real-life mathematics) will empower pupils to become informed citizens who critically analyse and engage with a range of information acquiring an understanding of their rights and the rights of others.

Pupils will have a range of needs and backgrounds, so the curriculum is flexible in the development of experiences, skills and knowledge to provide different support to different pupils.

The Mathematics Department at Porth Community School strongly believe in inspiring young people to have a deep understanding of the subject allowing them to see the true beauty of mathematics in the wider world bringing it alive and making it interesting and relevant.

AOLE – Languages, Literacy and Communication

The aim of the “Languages, Literacy and Communication” Area of Learning and Experience is to develop pupils’ skills in using language and communication effectively in a range of contexts.  Languages, Literacy and Communication has three distinct elements:

1.  The first element of Languages, Literacy and Communication is languages. In Porth this element is concerned with developing pupils’ skills in Welsh and French, as well as their understanding of the cultural, social and historical contexts in which those languages are used. Welsh is a statutory subject in all schools in Wales.

2.  The second element of Languages, Literacy and Communication is literacy. This is the ability to read, write, speak and listen in order to communicate effectively. This element focuses on developing pupils’ skills in these areas, as well as their understanding of the role that language plays in communication.

3.  Communication: this element of the Area of Learning and Experience focuses on developing learners’ skills in effective communication, both verbally and non-verbally. This includes skills such as active listening, body language, and effective use of technology to communicate.

In Porth Community School Languages, Literacy and Communication is designed to be integrated across the curriculum, with opportunities for pupils to develop their skills in a range of contexts. We aim to develop pupils’ confidence and competence in using language and communication, and to prepare them for the challenges and opportunities of living in a global society.

AOLE – Science and Technology

The curriculum for Science and Technology at Porth has been developed to encourage our learners to be ethical, informed citizens of Wales and the world, who will be able to make informed decisions about future actions.

From our everyday life and experiences the importance of science and technology in our modern world can be clearly seen. Developments in these areas have changed the way we live from our use of mobile phones to the vaccines that have been developed to eradicate illnesses that once caused so much devastation.  As such, the Science and Technology Area of Learning and Experience will be increasingly relevant in the opportunities young people encounter and the life choices that they make.

Our schemes of learning also encourage our learners to be healthy, confident individuals, ready to lead fulfilling lives as valued members of society. Learners are also encouraged to be ambitious, enterprising, and ready to learn throughout their lives in order to be able to engage with scientific and technological change.

The Science and Technology Area of Learning draws on the disciplines of biology, chemistry, computer science, design and technology, and physics to enhance learners’ knowledge and understanding of the world.

They are set out across six key ‘What matters statements’ as follows;

  • Being curious and searching for answers is essential to understand and predict phenomena.
  • Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.
  • The world around us is full of living things which depend on each other for survival.
  • Matter and the way it behaves defines our universe and shapes our lives.
  • Forces and energy provide a foundation for understanding our universe.
  • Computation is the foundation for our digital world.

AOLE – Expressive Arts

The Expressive Arts Area of Learning and Experience is designed to provide pupils with opportunities to explore and develop their creative abilities in a variety of different artistic disciplines.

Expressive Arts is made up of different disciplines, each with its own specific aims and objectives:

1.      Art and Design: This discipline focuses on developing pupils’ abilities to create visual art through a range of media, including drawing, painting, sculpture, and digital art.

2.      Drama: This discipline focuses on developing pupils’ ability to express themselves through drama, including improvisation, scripted performance, and technical theatre skills.

3.      Music: This discipline aims to develop pupils’ musical skills, including playing instruments, singing, and composing music.

Each of these disciplines is taught through a combination of practical activities and theoretical knowledge, with a focus on developing pupils’ creativity, critical thinking skills, and confidence.

Porth Community School gives pupils opportunities to perform in large events – such as our annual Christmas Concert for the local community or our end of year musical.

Throughout their studies in the Expressive Arts, pupils are encouraged to explore and experiment with different techniques and approaches, and to develop their own unique artistic voice. They are also encouraged to collaborate with others and to use their creativity to address real-world challenges and issues.

AOLE – Health and Wellbeing

The Health and Wellbeing Area of Learning Experience provides a holistic structure for our pupils to understand the importance of health and wellbeing. This is achieved through a themed approach in the delivery of specific physical education, food and nutrition and personal, social education lessons as well as pastoral sessions. The fundamental components of this area are physical health and development, mental health, emotional and social wellbeing. We enhance support by working in partnership with specialist agencies such as health and sport organisations. Our ultimate aim is to equip our pupils with the resources to cope with life’s opportunities and challenges, recognising that good health and wellbeing are essential to lead fulfilling lives as valued members of society.

Sex and Relationships Education 

Relationships and Sexuality Education (RSE) is a positive and mandatory requirement in the Curriculum for Wales for all pupils from age 3 – 16 (The Act). This means that all pupils must receive this education. There is no right to withdraw from RSE in the new curriculum, which is being phased in gradually. This is delivered throughout the Health and Wellbeing themes in specific PSE lessons, pastoral sessions and across the curriculum. We aim to support pupils to develop their self-confidence in understanding their rights to enjoy fulfilling, healthy and safe relationships throughout their lives and to prepare them for the physical and emotional changes that occur as they move towards adulthood. It is given careful and sensitive treatment taking into account the age of the pupils. We believe that the teaching of RSE should be shared with parents and be mutually supportive and complimentary.

Physical Activity and Sport

  We see physical activity and sport as key components of our school culture. All pupils have regular timetabled physical education lessons where pupils are expected to wear the correct PE kit. The benefits from participation include the learning of life skills such as team work, communication and leadership whilst developing pupils’ confidence and resilience. Physical activity also has a positive benefit on pupils’ physical, social and mental wellbeing. As a school, we are fortunate to have a 4G pitch which allows us to provide an environment for safe contact sport. Additionally, we have our own indoor sports hall and dance/fitness studio with gym equipment as well as further multi use games area.

To enrich pupils experiences in physical activity and sport, the school organises a number of events throughout the year. Extra- curricular activities are an essential part of the learning experience at Porth Community School and is embedded in our school ethos, where pupils are encouraged to develop their individual interests in physical activity and pursue their gifts and talents. Clubs include netball, football, rugby, fitness training, athletics, badminton, basketball, rounders and cricket and teams from each year group compete in leagues and tournaments. Many of our pupils have successfully achieved county and national honours in a variety of sports.

Careers Education Guidance and Work Experience

In line with Curriculum for Wales 2022, Careers and Work-Related Experiences (CWRE) contributes towards pupils’ realisation of the Four Core Purposes.

From the age of 3, CWRE inspires pupils to:

  • develop an understanding of the purpose of work in life for themselves and society as a whole
  • become increasingly aware of the range of opportunities available to them, broadening their horizons
  • develop the attitudes and behaviours required to overcome barriers to employability, career management and lifelong learning
  • explore opportunities through a variety of meaningful experiences in learning, work and entrepreneurship
  • develop resilience and the ability to be adaptable in response to challenges, choices and responsibilities of work and life.

Within Y Goedwig, the pupils will be encouraged to be actively engaged in real-life, authentic examples from the world of work, developing their confidence in being curious and inquisitive and offered insights that generate inspiration and aspiration.

As they progress through the school the guidance and support available increases. This can include meeting employers, industry visits and enterprise days.  All pupils aged 14-16 undertake work related education as part of the Welsh Baccalaureate Qualification. This consists of study modules, working with external providers.

AOLE – Humanities

The Humanities AOLE in Porth Community School consists of History, Geography and Religion, Values & Ethics.

Throughout pupils’ learning journey in Humanities, they will develop a range of skills including critical analysis, problem-solving, teamwork and written communication. Humanities AOLE seeks to awaken a sense of wonder, fire the imagination and inspire learners to grow in knowledge, understanding and wisdom.

Humanities encourages pupils to engage with fundamental questions, interpret and debate the events of the past and engross with topical issues facing humanity. The knowledge gained, as well as the skills that are developed, are central to ensuring that pupils become ethical, informed citizens of Wales and the world.

Collective Worship and Religious Education

The new Religion, Values and Ethics (RVE) sits within the Humanities Area of Learning and Experience and in mandatory for all pupils from 3-16. It has evolved to reflect the ambitions and four purposes of the Curriculum for Wales.
Parents and carers cannot withdraw their child(ren) from RVE

Curriculum Cymreig

Curriculum Cymreig is an essential part of our school ethos. All subjects, the Eisteddfod and extra-curricular activities promote Curriculum Cymreig to make sure pupils are aware of and celebrate their Welsh heritage.  

Welsh as a second language is taught to all pupils, with all pupils studying Welsh across the school.

To further support the development of pupils’ language skills, incidental Welsh is used across the school both within and outside of lessons: we have recently started a Criw Cymraeg in the secondary phase so that pupils can work towards the Siarter Iaith Awards for the school.

In Years 7-9 pupils learn how to express their opinions on various topics such as  Fy Myd (My World) Fy Addysg (My Education) and Fy Uchelgeisiau (My Ambitions). Pupils learn how to effectively communicate in Welsh both verablly and non-verbally during their lessons as well as how to form the past, present, future and conditional tenses. Alongside this, pupils focus on their literacy skills by developing their use of AVOCADOS (Adjective /Noun /Opinion /Connective /Adverb /Detail /Oustanding phrase /Sequencer) in their speaking and writing tasks.

Y Goedwig Curriculum (Nursery to Year 6)

Our children experience a wide variety of learning opportunities both indoors and outdoors. They benefit from bright open classrooms and access to high quality facilities. Teaching is innovative to foster a love of learning through nurturing curiosity and potential. Play based learning activities develop our children’s interests whilst recognising their level of maturity. Through their play, they practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions individually, as well as in groups. They learn how to observe, listen, respond and develop not only as individuals but also as caring members of our community.

They leave Y Goedwig with a solid foundation in their communication, literacy and numeracy skills ready to take the next steps.

Y Goedwig delivers the New Curriculum for Wales.  The curriculum has been reformed at a national level in order to raise standards, reduce the attainment gap between pupils and equip young people with the skills they need to live in today’s ever changing society.

We organise our curriculum into themes and topics, this enables our children to learn in the six Areas of Learning and Experience (Language, Literacy and Communication; Mathematics and Numeracy; Science and Technology; Humanities; Health and Wellbeing; Expressive Arts) and to apply their literacy, numeracy and digital competence skills.  This approach is used throughout Y Goedwig and we aim to develop the ‘whole person’ so pupils embody the Four Core Purposes.

As part of our citizenship curriculum, Year 6 pupils are offered the opportunity to apply for the role of Deputy Head Boy, Deputy Head Girl and Prefect allowing them to lead by example and demonstrate responsibility.  All pupils in Y Goedwig will have additional opportunity to develop leadership skills through the Senedd and our variety of pupil voice groups including Eco Club, Digital Leaders and Criw Cymraeg.

 Nythbran (Years 7-9)

 Our pupils will follow the statutory curriculum. The school has adopted the new Curriculum for Wales for Year 7 from September 2023. Foe Year 8 we still focus on the essential skills of communication, literacy and numeracy whilst beginning to transition into a more specialised curriculum.

Pupils will study Humanities in greater depth and have access to specialist learning environments for Science, Creative Design and Sport.  Expressive Arts will encourage the pupils to develop self-confidence and communication skills.  The curriculum will be meaningful and relevant and provides the level of challenge, skill development and depth of knowledge required to prepare them for their options and the Year 10 and 11 Curriculum.  We encourage pupils’ creativity and enthusiasm for learning whilst developing resilience and self-belief. We foster a culture where there is a growing focus on pupils taking responsibility for their own progress.

Nythbran (Years 10-11)

Pupils in Years 10 and 11 study English, Maths, Science, Welsh, the Welsh Baccalaureate Skills Certificate, Religious Education and Personal and Social Education. All pupils follow a physical education programme to promote health and wellbeing. These subjects are taken alongside a suite of other subjects chosen through the options process. A range of subjects are offered during this process and this choice allows pupils to follow personalised pathways, giving them the support and challenge needed to develop into successful learners, who are confident in their abilities and prepared for transition to post-16 or work related training.

 

 

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School Admission

Porth Community School takes children from the age of three to sixteen years old.

At the beginning of the academic year there were 1140 places available in the school. Of these places 330 were allocated for children aged 3-11 and 810 places for children aged 11-16.

The school is maintained by Rhondda Cynon Taf Education Authority and managed by the Governing Body. The Admissions Authority for the school is Rhondda Cynon Taf Council.

The school has a designated catchment area and most parents choose to send their child(ren) to their ‘local’ schools in this catchment area. Parents, however, do have a right to state a preference for their child to attend any school within or outside of their local catchment area.

The LA is responsible for pupil admissions to the school and parents and carers must apply directly to them. View further information and apply for a school place online. 

In line with equal opportunities, academic ability, special needs and criteria other than those listed below are not taken into account.

If there are more applications than there are places available, the local authority will grant places according to the Welsh Assembly Government – approved priorities, detailed below:

  • Category 1: (Top priority): Children who are looked after by the local authority.
  • Category 2: Children who live within the catchment, with brothers or sisters (siblings) already in the school (in the year applied for).
  • Category 3: Children who live within the catchment, without siblings already in the school.
  • Category 4: Children who live outside the catchment, with siblings already in the school.
  • Category 5: Children who live outside the catchment, without siblings already in the school.

Search for schools in your catchment area using the Rhondda Cynon Taf website.

Where several children within the same category are competing for a smaller number of places, the distance between the child’s home and the school will be used as the deciding factor.

Visiting the school

Choosing the right school for your child is incredibly important and we would encourage you and your child(ren) to visit us.

This will give you an opportunity to meet with staff and sample the working atmosphere of the school to help inform your decision.

Visits can be arranged by contacting the school to make an appointment. Our Open Evenings also provide further information and a flavour of the school.

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