Ysgol Godre’r Berwyn is a caring community in which most pupils feel safe and valued. Nearly all pupils behave very well in classes, during leisure time and as they move around the school. They are kind to adults and each other. The school has an excellent Welsh ethos and many pupils make sound progress in developing Welsh language skills during their time at the school and becoming confident communicators. They also develop suitable literacy skills in English but, overall, pupils’ ability to write extended pieces in English is hindered by a lack of opportunities to do so. Many pupils make suitable progress in developing numeracy and digital skills. However, teachers do not plan opportunities cohesively enough to enable pupils to apply the full range of these skills and build on previous learning over time. In the strongest cases, teachers present engaging lessons by using interesting prompts, such as video clips, to ignite pupils’ enthusiasm. The youngest pupils also benefit from a wide range of hands-on activities, which provide valuable opportunities to apply their skills. Where teaching is not strong, teachers do not give enough consideration to the needs of all learners when planning, including those pupils with additional learning needs (ALN). The headteachers is a positive role model who shows a clear vision for the school and succeeds in creating a welcoming learning environment for pupils. The effect of leaders on other aspects of the school’s work varies. They have not yet succeeded in having a sufficient influence to ensure consistency in the school’s work across the age range. For example, they have not had enough of an impact on planning progress in pupils’ skills across the school or evaluating and monitoring attendance levels. In addition, improvement planning processes are not always clear and specific enough to ensure timely progress. Expectations and lines of accountability are also not clear enough. The school is a lead school for initial teacher education.