Since its opening five years ago, senior leaders have placed professional learning and effective engagement with research at the heart of the work of this new school. Over this time, leaders have developed a tangible culture of learning across the school community, including staff, pupils, governors and parents. Staff at all levels work very effectively with staff in other local schools and across Wales. The strong culture of collaboration drives ongoing improvements to the curriculum, teaching and learning, as staff constantly reflect on and refine their professional practice. This is evident in the school’s bespoke, agile curriculum, that is responsive to pupils’ needs and the outcomes of monitoring and evaluations of pupils’ achievements. For example, leaders have identified a need to work to develop pupils’ attitudes to racism, and developed the opportunities for pupils to play purposefully. As a result, high-quality classroom practice supports pupils of all abilities to immerse themselves in engaging, interesting learning activities. Pupils understand what they are learning, and why. Their engagement, perseverance and positive attitudes to learning support them all to make extremely strong progress from their starting points. The purpose-built learning environment supports pupils’ learning very well. For example, pupils of all ages use the central learning Hwb to enhance their learning activities in a mature and sensible way. Across the school, a culture of promoting reading and quality literature supports the development of pupils’ literacy skills extremely well. Teachers support pupils to develop very strong and worthwhile digital and numeracy skills. The inclusive nature of the school is evident across its work. For example, in the Learning Resource Base (LRB), pupils with specific needs receive support to access a curriculum that addresses their needs well. Where appropriate, they integrate with their peers in mainstream school, for example to attend a residential experience. Overall, adults care for their pupils across the school as individuals, developing their resilience alongside providing nurture and additional support wherever appropriate. As a result, nearly all pupils leave the school extremely well prepared for the next stage of their education and the challenges of life.