Pontnewydd Primary praised in new Estyn report in Cwmbran

Pontnewydd Primary School received positive feedback from Estyn following an interim inspection in March. Inspectors noted effective improvements in provision for the youngest pupils and in helping children secure key mathematical concepts.

The visit focused on two recommendations from the school's core inspection in February 2022. In a letter to school leaders and staff, Estyn assistant director Liz Miles said the school had put “well‑planned actions” in place and noted clear improvements in classroom practice and curriculum planning.

Classrooms and learning areas for younger children were described as well organised and designed to promote independence. Inspectors said the spaces encouraged children to make choices about their learning, explore through their senses, and develop curiosity.

Leaders were praised for monitoring this provision “exceptionally well” and for having “ambitious plans” to improve outdoor learning further.

Teaching in the early years was highlighted as a core strength. Staff use effective questioning and observation to tailor support to each child’s stage of development, matching activities to individual needs and interests.

Estyn said most pupils now show positive attitudes to learning, describing them as motivated, resilient, and able to work well together in calm classrooms with clear routines.

Language and maths development in the youngest classes was singled out for particular praise.

Staff model spoken language effectively and create purposeful opportunities for children to communicate. They are also building early reading and writing skills. Teachers plan appropriate play‑based activities to help children explore number and shape.

Estyn concluded that younger pupils are making good progress in both literacy and mathematical understanding.

Across the school, inspectors found that teachers now have a better understanding of how to help pupils consolidate mathematical concepts.

Leaders have provided targeted professional learning, focusing on the use of manipulatives, purposeful practice, and effective questioning.

The maths curriculum has been reviewed to ensure key ideas are revisited regularly and taught progressively, helping pupils link new learning with existing knowledge.

Improved use of assessment in maths lessons was also noted.

Teachers are now quicker to identify misconceptions and provide additional practice where needed, allowing pupils to address gaps promptly and make steady progress.

Mathematics leaders have introduced clear guidance, modelled effective teaching, and visited other schools to refine their approaches.

Regular monitoring and focused feedback mean staff now have a stronger grasp of how to help pupils secure mathematical concepts, with most pupils showing confidence and independence in using the skills they have learned.