Gwenfro Community Primary School is a vibrant learning community where pupils feel safe and thrive. Most pupils, including those with additional learning needs (ALN) and those from challenging socio-economic backgrounds, make good overall progress during their time at school. Relationships between staff and pupils are exemplary and underpin the excellent standards of behaviour and the positive attitudes to learning that nearly all pupils demonstrate consistently. The headteacher establishes a positive school ethos with high expectations. She collaborates with a skilled leadership team to ensure that the school has a culture of continuous improvement and a determination to meet the needs of the community it serves. Staff engage positively with regular professional learning opportunities to improve their teaching skills for the benefit of the pupils. The school’s provision for pupils with ALN is effective in helping these learners to make good progress against their individual learning goals. Further provision, for other pupils who need a little extra help to access learning or to regulate their feelings and emotions, is highly beneficial. The school provides a broad and interesting range of learning experiences. Teachers develop pupils’ speaking, reading and writing skills well as they move through school. In general, most pupils make good progress in mathematics. However, they do not have regular opportunities to use this knowledge in real-life situations in their work across the curriculum. Pupils make good progress in learning Welsh. They use Welsh frequently and with confidence during the school day. There are valuable opportunities for pupils to develop skills and interests in other areas of learning such as music, sport and science. Overall, teaching ensures that pupils build their skills, knowledge and understanding progressively as they move through the school. Teachers use questioning skills effectively and many use strategies that engage pupils well and ensure that learning develops at a lively pace. However, particularly when working with younger learners, staff tend to over-direct learning and do not provide pupils with sufficient opportunities to make decisions about their work or play.