Sofrydd is at the heart of the community that it serves. The headteacher has developed an inclusive culture in which all feel valued and able to succeed. Relationships are positive and based on mutual respect. Leaders ensure that pupils, irrespective of any barriers to learning, learn and thrive. Staff work together to ensure that they know the pupils well, enabling them to successfully provide the right care and support for each child. This helps most pupils be ready to learn, be respectful and feel happy and safe in school. Leaders and staff have worked purposefully to design a bespoke curriculum that meets the needs and aspirations of pupils. The curriculum provides opportunity for pupils to celebrate their local heritage, while developing pupils’ aspirations to engage in the wider world. Staff have appropriately high expectations for the pupils in their care. They plan meaningful activities that enhance pupils’ learning experiences, wherever possible involving the pupils in deciding what and how they learn. Teachers make good use of space both indoors and outdoors to scaffold and enrich pupils’ learning. They have developed classrooms that are warm, inviting learning environments. They help pupils have a sense of belonging, they are proud of their school and speak with enthusiasm about the activities they are undertaking. Leaders undertake regular and purposeful evaluation of teaching and learning. They provide staff with useful feedback to support them to keep improving, particularly in relation to strengthening pupils’ core literacy and numeracy skills. As a result, most pupils read with confidence, write well and enjoy mathematics. However, opportunities for pupils to independently use these skills in other curriculum areas are underdeveloped. Governors ably support the school through frequent visits to gain first hand evidence of the quality of teaching and learning. They regularly attend meetings, including useful subcommittees. Governors, alongside the headteacher, manage the school’s finances well.