Pupils at Corneli Primary like and enjoy being in school. They feel it is a happy and caring place, where all staff value their opinions and ideas and treat them equally. All staff work well to create a caring community to ensure that pupils and their families are supported sensitively when in need. Pupils are polite and keen to talk to adults. They speak positively about their school and especially about how much they enjoy the activities that the school provides for them. Nearly all pupils feel safe and know whom to approach if they are worried or concerned about anything. Throughout the day, most pupils behave well around the school and treat each other and adults with respect. Although many pupils begin school from quite low starting points, over time, pupils, including those in the learning resource base, make good progress in most areas of their learning. By the time most older pupils are ready to move on, they speak articulately, write interesting stories and poems and are digitally competent. Most pupils across the school enjoy learning Welsh and improving their Welsh language skills and this is a strength in the school. Many pupils enjoy being leaders and supporting staff to make decisions about improving their school, they also provide thoughtful opinions and ideas about what they would like to learn. The headteacher, with support from school leaders and governors, have successfully placed wellbeing and the care, support and guidance of all pupils at the heart of school life. Partnerships with parents are strong, the school has earned their trust, particularly when deciding the right approaches to take so that their children can make best progress. All staff develop their professional skills and knowledge together suitably and this enables them to adapt provision to best meet individual pupils’ needs. Leaders and staff are confidently on their way to implementing a curriculum that is real and reflects the needs of the community. Leaders and governors keep the work of the school under review and there are appropriate measures in place for monitoring the quality of current developments. However, leaders do not always focus sharply enough on ensuring that the quality of teaching across the school is consistent, for instance on the way teachers support pupils to improve their work or on how their planning might improve pupils’ independence.