The school’s highly inclusive ethos encourages all pupils to become respectful, responsible and empathetic members of its welcoming community. Pupils, staff and parents value one another and share positive relationships based on strong mutual trust. Because of this, pupils feel safe and show courtesy and consideration towards others throughout the school day. Nearly all pupils are motivated to learn and show enthusiasm in lessons. Most older pupils collaborate well and are eager to work with and support their peers. Across the school, most pupils apply themselves to independent tasks well. They generally have a good understanding of the purpose of their learning and are self-reliant, persevering to make good progress. By the time they reach Year 6, most pupils are developing as effective independent learners. Teachers provide a stimulating variety of worthwhile learning experiences that capture the interest of most pupils successfully. They ensure that learning has relevance for pupils and design activities that reflect and broaden their experience beneficially. Teachers and learning support assistants enable most pupils to make strong progress in developing their speaking, listening, reading and digital skills. They monitor pupils’ progress carefully and provide effective additional support when needed. However, the school’s provision to develop pupils’ numeracy and mathematical skills is less systematic and expectations for pupils’ written work in English vary too much. Most pupils make suitable progress in speaking Welsh in lessons. Staff provide a rich range of opportunities for pupils to learn about and celebrate the diverse nature of the school’s community. They support older pupils to consider thoughtfully global events that have strong resonance for them. This enables pupils to develop a mature response to complex issues and to appreciate how they can influence positive change. Leaders ensure that the school’s values are evident in its daily life. They build effective partnerships with parents that help them to feel well informed and to play a productive role in supporting their child’s progress. Leaders know the school’s strengths and aspects for development well. They make effective use of professional learning to drive improvement, for instance to strengthen the school’s capacity to support pupils’ well-being and to improve pupils’ reading. Governors provide valuable support for the school. They understand the school’s context well and work constructively with school leaders and families to bring about improvements successfully.