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Llannon Primary School
Llannon, SY23 5HX, UK Aberystwyth
Tel. 01974 202478

Welcome to Llannon Primary School

About us
  • Llannon School is a village school. The school is situated on the hillside in the middle of the village and has fantastic views of the village and Cardigan Bay.
  • The school is open plan with spacious classrooms, a comprehensive library and multi-purpose hall. 27 pupils attend the school, emphasizing the family atmosphere.
  • The original school was built in 1878 then in 1974 a new school was built on the same site. The school is modern and colourful with ample resources for supporting the pupils' education.
  • The school aims to provide a broad, balanced curriculum that is relevant to the needs of each pupil within a happy and homely environment.
  • The school has an active Parent, Teachers and Friends of the School Association which supports all the school's activities, raises funds and arranges social events.
  • A variety of extra-curricular activities are organised and the after school clubs are held weekly.

The children enjoy a variety of activities, including sports, workshops, visits in the locality and beyond, drama performances, fund-raising for various charities and musical performances.


Head-Teachers of Llannon School

Mr. Stephen E. Jones (11.01.1873 - 04.08.1882)

Mr. Thomas Roberts (18.09.1882 - 06.03.1884)

Mr. Samuel Griffiths (10.03.1884 - 03.06.1887)


Mr. Thomas Rhys Davies

(06.06.1887 - 30.11.1923)



Mr. Evan M. Evans

(01.12.1923 - 30.09.1948)



Mr. George Meidrym Mathias

(01.10.1948 - 22.07.1960)





Mr. Gwilym J. Thomas

(10.01.1961 - 19.07.85)



Mr. Dilwyn Jones

(03.09.85 - 15.07.92)




This photograph was taken in 1922. From the left back, are Miss Jane Parry, Mr. T. R. Davies (headmaster) and Miss Catherine J. Davies. Seated are Miss C. E. S. Jones a Miss M. A. (Polly) Jones. Mr. T. R. Davies was the headmaster from 1887 to 1923.
This photograph was taken in 1927. The headmaster is Mr. E. M. Evans. On the right hand side in the back is  Mrs. C. E. S. Jones. In front of her is Miss Jane Parry and seated on the left is Miss S. A. Jenkins. We do not know who is standing on the left. If you know, we would be glad to hear from you.

1929 was the year when this photograph was taken. Miss C. E. S. Jones and Miss Jane Parry are standing either side of the headmaster, Mr. E. M. Evans. Seated on the left again is Miss S. A. Jenkins, and on the right is Miss M. M. C. Jones

This photograph is of the headmaster, Mr. Gwilym Thomas, with Mrs. Eleanor Evans and Miss Anne Martin.



Main findings of the report

􀂃 This school provides a community with a safe and orderly environment for the pupils.

􀂃 During the inspection, pupils’ standards of achievement were very good in 14% of the lessons observed, good in 41% and satisfactory in 45% of them. No unsatisfactory standards of achievement were seen in any lesson during the inspection.

􀂃 The school provides the pupils with consistent opportunities to practise the key skills across the curriculum. They take good advantage of experiences in history, art and religious education, for example, to gather information on individuals in books and from the Web and to apply that knowledge. A specific feature of these experiences is the manner in which they search for information in English and use the information through the medium of Welsh. They have many beneficial experiences, specifically at KS2, to develop numeracy skills very well when handling data in mathematics, science and geography. They regularly develop their ICT skills in their response to relevant tasks in mathematics, science and history.

􀂃 The quality of the teaching was good or very good in 64% of the lessons observed.

􀂃 The school is led by an enthusiastic head, who has a positive vision and is effectively assisted by a committed governing body. They manage finances in an efficient manner.

􀂃 The pupils respond courteously and behave well; they co-operate well with each other, within and outside the classroom. The activities associated with the School Council contribute well to their personal and social development. They contribute to good causes when they have the opportunity and involve themselves enthusiastically in the activities of the local community. They respond well to school procedures to ensure racial equality.

􀂃 Pupils’ spiritual development is satisfactory. On occasion, assemblies lack a sufficiently

devotional ethos.

􀂃 The parents are supportive of the school, and are very ready to participate in its activities and to help when asked. The school’s partnership with the community, other schools and relevant institutions is very good and promotes pupils’ development and standards of achievement.

􀂃 The school’s partnership with industry is good, and pupils have experiences that deepen their awareness of the world of work and business.

􀂃 An appropriate, balanced curriculum is provided for the pupils throughout KS1 and KS2 and it is presented through a series of themes. The curriculum is enhanced by a variety of extracurricular activities, including inter-school sports. The homework that is set further contributes to pupils’ standards of achievement.

􀂃 The school’s provision for pupils with SEN is good; a strong element of task differentiation characterises the provision at KS2. Effective support is regularly provided for small groups or individuals.

􀂃The school has made good progress in responding to the key issues noted in the previousinspection. A detailed action plan was prepared and there has been a successful and effective response to the five key issues. Specifically, standards have been raised in a good number of subjects and effective schemes of work have been prepared in the curricular areas.


 Standards achieved in subjects and areas of learning

Pupils’ standards of achievement across the school were satisfactory or better in all the lessons observed, including 14% where the standards of achievement were very good, and 41% where the standards were good. No lessons were observed where standards of achievement were unsatisfactory.

Standards of achievement are very good at KS2 in science, design and technology and religious education.

At both key stages, standards are good in mathematics, history and geography and, at KS2, standards are also good in written Welsh, in English, IT and music.

At KS1, standards are good in religious education, while standards are satisfactory in Welsh oracy, reading and writing, in science, design and technology, IT, art, music and physical education.

At KS2, standards in Welsh oracy and reading, and standards in physical education are satisfactory.

Pupils with SEN make good progress on the whole.

 Standards achieved in the key skills

Standards in the key skills across the curriculum are good. Through a good awareness of the key skills in the planning work, pupils take advantage of regular opportunities to foster their key skills across the curriculum.


 Pupils’ spiritual, moral, social and cultural development

Pupils’ moral, social and cultural development is good and their spiritual development is satisfactory. The staff know the pupils very well and there is a good relationship between the pupils themselves, and with their teachers and other adults.

Behaviour and attitudes

Pupils’ behaviour and attitudes are very good.


Pupil attendance levels are good.

Quality of the teaching

22 lessons were observed during the inspection. The quality of the teaching was good or very good in 64% of them and satisfactory in 31%.

Assessment, recording and reporting

The arrangements for assessment, recording and reporting are good and conform to the NC statutory requirements.

The curriculum

The school curriculum is broad and balanced and of good quality.

Support, guidance and pupils’ welfare

The quality of the support, guidance and welfare offered to pupils is very good.

Provision for pupils with special educational needs [SEN]

The provision for pupils with SEN is good.

Partnership with parents and the community, schools and other establishments

The partnership with the parents and the community, and with schools and other institutions is very good.

Partnership with industry

The partnership with industry is good.

Quality of self evaluation and planning for improvement

The quality of self-evaluation for improvement is satisfactory.

Leadership and efficiency

The quality of leadership and efficiency at the school is good.

The head provides good leadership that ensures a clear direction for the work of the school.

Staffing, accommodation and teaching resources

In general, staffing, buildings and learning resources are very good.

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