Most pupils at Crynallt Primary enjoy attending school. They behave well. Many speak articulately about how proud they are of their school. Most pupils feel safe, secure and well cared for. Above all they trust that adults will always support them when needed. During their time in school most pupils make good progress in their learning from where they start. They develop positive attitudes to reading and speak with enthusiasm about working outdoors. They develop good mathematical skills, but do not use these skills often enough or as well as they could in their work across the curriculum. Pupils in the school’s Specialist Learning Centre enjoy a bespoke curriculum and make suitable progress against their targets. The well-being of all pupils is at the heart of the school’s work and all staff strive to create an inclusive environment where everyone is valued. This togetherness is displayed through the positive relationships between staff, pupils and their families. In the mainstream school and the Specialist Learning Centre, staff provide high levels of care, support and guidance that support pupils to enjoy school and participate effectively in learning. Across the school, teachers are developing their approaches to better engage pupils in their learning. They are improving their skills together, for example, all staff have improved their understanding of the Welsh language and as a result, pupils’ ability to speak Welsh is a strength across the school. In a few classes, pupils are beginning to develop useful skills that help them to reflect on their learning and to think about how they could improve their work. However, pupils do not generally have sufficient influence over their own learning or develop their independent learning skills well enough. The acting headteacher shows considerate and effective leadership. Along with the support of other school leaders and governors she is strengthening the development of all staff to implement a curriculum that is real, engaging and reflects the needs of the community. School leaders address national and local priorities well, including curriculum and additional learning needs (ALN) reform. Overall, they keep the work of the school under review appropriately. Looking ahead, leaders recognise that, by refining their approaches to this work, they can focus more sharply on evaluating the difference that teaching makes to pupils’ progress and discover what important areas of the school’s work needs to improve.