Ysgol Pencarnisiog is a happy and caring learning community where pupils learn confidently and play together happily. Nearly all pupils feel safe and know that adults at the school care for them and that they can turn to them when they face challenges or difficulties. From a very young age, they form strong working relationships with each other and staff, which supports pupils to treat all members of the school community with respect and courtesy. As a result, nearly all pupils’ behaviour is excellent during learning sessions and when moving around the school. Most pupils speak Welsh confidently and use the language completely naturally both inside and outside the classroom and take pride in their Welshness, their heritage and their school. Pupils develop a strong voice in the learning environment and have a positive influence and effect on the wider life of the school. Most pupils show strong progress from their starting points in a good range of skills, including those with additional learning needs (ALN). The digital and creative skills of nearly all pupils develop strongly and are a notable element of provision. However, there are not enough opportunities for the oldest pupils to develop their extended writing skills in different contexts across the curriculum. Staff provide a rich and balanced range of learning experiences that meet pupils’ wider learning needs and interests successfully. Provision fosters increasing independence among pupils and they persevere effectively during their activities both in the classroom and the outdoor learning areas. Teachers set clear learning objectives and develop activities at a pace that is suitable for learning. Teachers question pupils effectively to encourage them to think and develop their ideas. However, teachers’ written feedback does not always support pupils to know what to do to improve the quality of their work. The headteacher provides inspiring, effective and considerate leadership. Regular information is provided to parents about the school’s events. However, the agreed communication methods are not always clear and effective enough for parents to report consistently about their children’s well-being, learning and attendance. The headteacher has high expectations of herself and everyone in the school community to do their best for the pupils. The governing body has a good knowledge of the school’s strengths and areas for development. However, they do not provide an appropriate balance of support and challenge effectively enough to support the headteacher to undertake her teaching and leadership duties in full.