The headteacher and other leaders at Ysgol Plas Coch succeed in realising their vision to provide a caring, supportive, happy and safe environment for pupils. This in turn allows nearly all pupils to develop their self-confidence and self-discipline. They are supported effectively by dedicated teachers and support staff who support pupils to develop a range of skills soundly in a proud Welsh environment. As a result, nearly all pupils make good progress. Nearly all pupils show a positive attitude towards learning. They are well behaved and enjoy contributing to lessons. Many become increasingly independent learners during their time at the school, develop strong co-operation skills and persevere with tasks. They develop their literacy skills well, although a few pupils do not speak Welsh consistently in classes and informal situations. As teachers experiment and refine their approaches to dealing with the Curriculum for Wales, they provide an increasing range of stimulating and interesting activities based on real-life experiences. For example, pupils develop good numeracy and digital skills by taking part in tasks based on recent off-site visits. Throughout the whole school, teachers use a range of effective teaching methods to help pupils gain a full understanding of the themes that they are covering. They ask probing questions and give pupils valuable oral and written feedback and provide valuable opportunities for pupils to enrich their own work. They support pupils’ individual needs well, for example by providing beneficial additional sessions for pupils who have been identified as having additional learning needs (ALN). Ysgol Plas Coch is federated with another local primary school, Ysgol Bro Alun. They share the same governing body and the same headteacher, who divides his time between both sites. The governing body discharges its duties diligently, for example by conducting site visits, and governors have a sound understanding of the school’s strengths and areas for development. As a federation, leaders take advantage of a few opportunities to co-operate, for example when senior leaders evaluate lessons and standards in books across both sites. However, leaders do not always consider the findings of their monitoring activities incisively enough when planning for improvement. Beyond senior leader level, the federation arrangement does not have much of an effect on the day-to-day running of the school.