Since opening Glan Llyn Primary School, the headteacher, with the support of the governing body and staff, has created a highly inclusive ethos where the pupils’ wellbeing is at the core of everything that they do. Pupils work together maturely and there is an excellent working relationship between them and staff. They are happy coming to school and feel safe and cared for. Most pupils behave well and treat each other and adults at the school with respect and courtesy. Staff identify the needs of all pupils carefully and tailor learning support sensitively. Pupils with additional learning needs (ALN) and those who attend the learning resource bases (LRBs) make good use of the effective range of learning experiences on offer and make good progress from their individual starting points. The school’s curriculum is engaging, relevant and planned well to ensure that pupils develop their knowledge and skills progressively. Teachers and support staff provide high levels of support for all pupils to develop competent literacy and numeracy skills. However, the provision to develop pupils’ digital skills progressively has not developed well enough. Teachers set clear learning objectives and use a range of experiences to engage pupils’ interest and enthusiasm. As a result, pupils focus successfully on their learning and attend school regularly. However, teachers do not provide regular opportunities for pupils to make choices in lessons to direct their learning. The headteacher provides robust leadership and sets high expectations for herself, staff and pupils. Leaders have a clear vision for the school, successfully shared with all stakeholders. The staff work effectively as a team and know the school well. Governors have a secure understanding of the school’s work and provide beneficial support to the school community.