Leaders and a committed team of staff promote a supportive and inclusive environment with a strong focus on pupil well-being. As a result, most pupils feel safe, valued, and free from bullying. Leaders have introduced a new vision for the school, which aims to inspire pupils to reach their potential. Leaders are beginning to create systems to monitor and evaluate aspects of the school’s work, such as the quality of teaching and pupil progress. However, these processes lack rigour and clarity and do not drive sustained improvement. Since the last inspection, leaders have not maintained improvements in relation to the school’s previous recommendations or in many other important areas of the school’s work, such as the quality of leadership, teaching, and pupils’ skills development. Consequently, many pupils, including those eligible for free school meals, do not make adequate progress or learn effectively. Across the school, most pupils’ engagement in their work is generally positive, with many showing appropriate attitudes to learning. Younger pupils benefit from an engaging curriculum and in these classes teachers develop pupils’ speaking and listening skills well. However, across the school, teachers do not use information about the progress that pupils make well enough to match learning experiences to their needs. This means that many pupils’ depth of knowledge and understanding is limited by weaknesses in their ability to use their skills effectively to support their learning. This is particularly true with their reading and writing, but in addition, many pupils’ Welsh and digital skills are also underdeveloped. Leaders and staff support pupils with additional learning needs appropriately, providing a range of approaches to support pupils to progress in their learning and to support their well-being. In the local authority specialist class (LASC), staff provide activities closely matched to the needs of the pupils and develop strong relationships. As a result, in this class nearly all pupils make good progress in relation to their starting points.