Ysgol Parc y Bont is a homely and inclusive learning community that promotes the well-being of pupils and staff successfully. Most pupils behave very well and treat others with inherent courtesy and respect. Pupils feel safe while learning and playing and enjoy their time at the school. Most pupils make strong progress in a range of skills from their starting points, particularly in their mathematics and writing skills, and apply them successfully across a wide range of areas of learning. Provision to support the learning skills of pupils with additional learning needs (ALN) is beneficial. As a result, they make good progress over time. A curriculum is provided by staff which is stimulating, broad and balanced for pupils. The way in which teachers make skilful use of visitors and visits as a prompt at the beginning of themes to spark pupils’ imaginations is a notable quality of provision. As a result, pupils are inspired and their attitudes and resilience while learning are sound. Staff have very good knowledge of pupils’ needs and consider their ideas when planning learning activities, which ensures that they have ownership of their learning. However, across the school, teachers do not provide enough opportunities for pupils to make independent decisions about how to complete and present their work. Pupils develop their Welsh language skills with increasing confidence when communicating. Learning experiences are planned by staff which promote local and national history and traditions skilfully. This deepens their understanding of their place in society and the importance of being responsible and conscientious citizens. The headteacher has a clear and robust vision to foster a ‘community that grows and thrives as one’. Governors are active in challenging and supporting staff and they demonstrate a good awareness of their roles and responsibilities. As a result, they have a consistent understanding of the school’s strengths and areas for improvement. Staff have a productive working relationship with parents. However, the school’s communication methods are not always effective enough and there is no shared understanding between the school and parents about how to raise issues relating to their children’s well-being and learning.