Hendreforgan is a happy, caring community school, where all staff treat pupils with high levels of care, respect and kindness. As a result, pupils engage positively with staff and their friends and show support and understanding towards each other. The strength of these relationships means that nearly all pupils feel safe in school and behave well in classrooms, at break times and when moving around the school. Support for pupils’ well-being is a strength and is actively promoted and prioritised through a range of whole school approaches. For example, through a range of schoolbased programmes most pupils develop their self-esteem and social skills well, to help them manage their feelings and to promote empathy and respect. This enables nearly all pupils to develop high levels of resilience, perseverance and positive attitudes towards their learning and school life. The headteacher provides very effective leadership for the school. He has a clear vision which is shared by all staff, pupils, parents and governors, ensuring that Hendreforgan Community Primary School is a happy and inclusive school where everyone achieves to the best of their ability. During their time in school, most pupils, including those with additional learning needs (ALN) make good progress in their learning. Most pupils develop their oracy skills effectively so that they become confident speakers by the time they leave school. Most pupils develop their reading, writing and mathematical skills suitably. Staff model Welsh regularly, and pupils understand and respond well to simple classroom instructions and questions. However, pupils do not make consistently strong progress in developing their Welsh vocabulary and speaking skills. Senior leaders have established effective systems to assess and track pupils’ progress and well-being. Staff use this information well to identify needs quickly and check the impact that support has on reducing barriers to learning. The school’s approach to self-evaluation and school improvement has ensured that there has been purposeful change that has had a positive impact on teaching and learning and well-being in a short period of time.