The headteacher is a committed leader who fosters a welcoming and inclusive environment, promoting high expectations for all. The school’s collaborative approach to leadership cultivates strong relationships between staff, pupils, parents, governors, and the wider community, reflected in the behaviour and well-being of pupils throughout the school. The school’s ethos is rooted in mutual respect and partnership, with pupils naturally supporting each other, both in classrooms and shared spaces. These inclusive values are reflected through the school’s pupil leadership groups and playground buddy systems, creating an atmosphere where all pupils feel supported and included. The leadership team’s self-evaluation processes are carried out thoroughly, identifying the school’s strengths and aspects needing development. However, the school’s improvement priorities are often too broad, leading to a lack of clarity for staff and governors. This hinders pupils’ progress in a few areas such as Welsh language and numeracy. The school’s curriculum is suitably broad. Teachers plan engaging and meaningful learning experiences. They provide useful feedback that enables most pupils to make progress in many aspects of their learning. However, teachers often over-direct the learning, limiting opportunities for pupils to develop as independent learners and thinkers. Pupils apply their literacy skills appropriately across the curriculum. Their numeracy skills are not as well developed, with limited opportunities for pupils to apply these skills in broader contexts. Additionally, while younger pupils make good progress in learning Welsh, older pupils struggle to develop fluency due to inconsistent use of the language across lessons. The school’s governors support leaders effectively to manage the budget and to evaluate the school’s work. For example, they ensure that resources are allocated appropriately to support pupils with additional learning needs (ALN).