Ysgol Hirael is an inclusive and supportive community that promotes a caring ethos successfully. There are warm working relationships between pupils and staff, which fosters a caring environment and a firm sense of care and well-being among pupils. Pupils enjoy learning and are enthusiastic during lessons and tasks. They are keen to please staff and, as a result, succeed as confident learners. During their time at the school, many pupils develop purposeful social, listening, reading, numeracy and digital skills. Teachers plan the curriculum purposefully, which promotes beneficial learning opportunities for pupils. Pupils’ outcomes are good where planning, teaching and feedback on their work are challenging and consistent. However, teachers do not provide activities for pupils to develop their oral Welsh skills, or their extended writing skills in Welsh and English, regularly and effectively enough. Feedback to support pupils in the next steps of their learning is also inconsistent across the school. Staff support and care for pupils consistently and conscientiously. This contributes to pupils’ desire to learn and persevere with tasks. Staff encourage pupils successfully to take responsibility for their own well-being and behaviour and to embrace the valuable relationships that exist within the school. As a result, emotional well-being support for pupils and their ability to use this support is a strong feature of the school. Staff use the accommodation productively to meet pupils’ needs purposefully and, as a result, teachers plan activities to promote learning effectively. However, provision of outdoor learning experiences is not as effective, particularly for the youngest pupils. Leaders keep in close contact with the school’s wider community and build on the positive relationship with parents. The headteacher leads the school purposefully and ensures that the care and well-being of pupils are a priority. This is central to her vision. She works diligently with staff and governors to ensure that the school is an inclusive learning community that promotes positive opportunities for pupils. Leaders evaluate the school’s work effectively by using regular and rigorous self-evaluation processes. The school’s monitoring activities lead to relevant improvement plans and purposeful training opportunities for staff to develop their skills through agreed professional learning.