The school’s support and provision for pupils’ well-being is a strength. Staff have strong relationships with pupils and this commitment to their care and well-being helps pupils, including those from socio-economically disadvantaged contexts and those with additional learning needs (ALN), to make progress. The behaviour of pupils is good, and they have a positive attitude to school. Most pupils make a strong improvements in speaking and listening from a young age. The school fosters a strong culture of reading, and, by Year 6, many pupils develop effective skills and are confident readers. Overall, most pupils make good progress in developing their mathematical and digital competency skills, but the provision to develop pupils’ skills across the curriculum is underdeveloped. The school’s curriculum reflects the principles of Curriculum for Wales well and considers the history of the local area. Teachers plan appropriate projects that encourage inquiry. As a result, nearly all pupils actively engage with their learning successfully. Classrooms are calm spaces that support pupils to develop their independence. This ensures that pupils across the school are engaged in their learning well. Most teachers use verbal feedback well to help pupils reflect on their work and as a result most make good progress in understanding what they need to do to improve. Leaders work together with the governing body to share a clear vision for the school and develop an inclusive culture. They understand the needs of the community and ensure a strong focus on well-being that underpins the work of the school. Senior leaders have a good awareness of the progress made by different groups of learners, including those with ALN and those eligible for free school meals. This ensures that those vulnerable pupils make good progress from their starting points. Leaders regularly monitor pupils’ outcomes, using direct observations and data analysis, to build a good understanding of strengths and areas for improvement. However, monitoring activities aimed at evaluating the impact of teaching on pupil progress are not as well developed.