Across the school, nearly all pupils’ behaviour is exemplary, and they show respect towards each other and staff. Most pupils make at least adequate progress, with a minority making strong progress. Younger pupils begin with low literacy and numeracy skills but quickly improve due to effective staff support. As they progress, they develop listening skills and extend their vocabulary, with most secondary pupils engaging well in discussions and many using subject terminology accurately. Reading is a strength of the provision for primary aged pupils, with many pupils developing an interest in reading and using their skills effectively. Many secondary aged pupils read fluently and use advanced reading strategies in English lessons, though they lack opportunities to apply these across subjects. Writing development is variable. While many pupils write legibly and for different purposes, around a half persist with frequent errors in spelling, punctuation, and grammar, partly due to variability in the impact of feedback. Pupils benefit from well-structured provision to develop their understanding of mathematical concepts, building confidence with number work and problem-solving, though over-reliance on worksheets in some classes limits deeper engagement. Pupils’ digital skills are appropriately developed, particularly in the primary years, though secondary aged pupils have fewer chances to apply advanced digital skills. Welsh language development is suitably supported, with pupils participating in activities that encourage its use, although some remain reliant on prompts. Staff build positive relationships with pupils, creating safe and engaging learning environments. Teachers generally have strong subject knowledge and high expectations, effectively planning lessons and using questioning to monitor progress. However, teachers’ written feedback is inconsistent, and pupils do not always have opportunities to improve their work. Leaders are committed to building a cohesive curriculum and enriching it with real-world experiences, that develop an understanding of Wales and the wider world. There are a few shortcomings in leadership, particularly in relation to the current leadership structure and the management of resources. In addition, leaders have not had enough impact on raising attendance. Despite financial challenges and areas for development, the school’s high-quality teaching, committed staff, and pupils’ positive attitudes underpin its success.