The school provides a welcoming community where strong relationships between pupils, staff and parents generate a relaxed and friendly atmosphere for learning. The consistent sensitivity and respect shown by staff towards pupils is reflected in pupils’ kindness towards their peers and in the good standard of behaviour evident across the school. Staff know their pupils well and tailor provision successfully to ensure that pupil’s individual needs are met effectively. Teachers provide a stimulating variety of learning experiences that enable pupils to develop a broad range of skills and to build their knowledge and understanding appropriately over time. They make worthwhile use of engaging visits and visitors to enrich pupils’ learning beneficially. However, the school’s curriculum lacks overall coherence and too many learning experiences are not matched well enough to the needs and interests of all pupils. As a result, pupils are not always motivated or challenged to make the progress they could. Staff develop pupils’ reading, numeracy, digital and Welsh language skills effectively. However, pupils do not write at length often enough to develop the range and quality of their written work fully. Leaders have established a clear vision for developing the school. This is well understood by staff who share a commitment to making improvement and to their own professional development. Leaders make use of suitable first-hand evidence to evaluate the school’s work. However, they do not focus closely enough on how well the school’s curriculum and teaching enable all pupils to make progress. Governors provide strong and insightful support that contributes purposefully to the school’s strategic direction. They have collaborated well with the headteacher to secure notable improvements in the school’s provision since his appointment. For example, they have improved procedures to safeguard pupils and strengthened relationships with parents and the community successfully.