Greenhill Primary School provides pupils with a safe and secure environment. Pupils have high levels of support for their well-being within this inclusive and caring school. Staff develop positive working relationships with pupils which impacts positively on pupils’ well-being, including those in the Specialist Learning Resource Bases (SNRB). Pupils know that adults in the school care for them and that they can turn to them when they face challenges or have difficulties. The school’s curriculum is broad and balanced and there are valuable opportunities for pupils to develop their knowledge, skills, and understanding in a range of learning experiences. Most pupils, including those with additional learning needs (ALN), those taught in the SNRB classes and those from low-income families, make good progress over time. The youngest pupils make strong progress in developing their vocabulary and are confident when speaking to others about their learning. Teachers model language well and give good opportunities for pupils to develop their oracy skills through stimulating experiences. Nearly all older pupils demonstrate positive listening behaviours. They listen attentively to adults and peers, follow instructions, and respond appropriately to questions and feedback. Most classrooms are productive, active learning environments. This ensures that most pupils focus well during lessons and many develop positive attitudes to learning. Most staff engage pupils well in learning experiences and support them to focus on their work successfully. Teachers ensure that most learning is purposeful and that, it enables pupils to use existing or newly learnt skills appropriately. However, they do not always have high enough expectations of what pupils can achieve. Leaders use a range of suitable self-evaluation processes to identify the school’s strengths and areas for improvement. They have improved certain aspects of the school’s provision successfully for example, the development of the Welsh language. However, these evaluations do not always identify inconsistencies in teaching and learning. Staff work effectively with external agencies to support pupils and their families to improve attendance. However, levels of attendance remain too low and persistent absenteeism is too high.