The school provides pupils with a calm, welcoming and nurturing environment where they feel safe, valued and are able to learn successfully. Staff build warm relationships with pupils that foster respect, care and positive attitudes towards learning. Nearly all pupils behave well and support each other thoughtfully. This contributes to a strong, inclusive ethos. The acting headteacher has worked swiftly with staff and governors to establish clear processes for understanding what the school does well and what needs to improve. In a short time, this has helped them make purposeful changes to important aspects of the school’s work. Leaders now promote a clear vision that raises pupils’ aspirations and strengthens their sense of belonging to the school community. Teachers plan a curriculum that reflects the school’s context and captures pupils’ interests effectively. Staff provide beneficial opportunities for pupils to learn about different cultures and to develop their Welsh language skills. The school offers strong support for pupils’ well-being and works closely with families to remove barriers to learning. Staff understand the needs of individual pupils thoroughly and use this knowledge to tailor support sensitively. As a result, nearly all pupils including those with additional learning needs (ALN) and those eligible for free school meals make good progress from their starting points. Governors maintain a close working relationship with the school and provide helpful challenge and support. Leaders ensure that professional learning is purposeful and closely linked to school priorities. Recent training has strengthened the teaching of basic skills, contributing to improvements in mathematics and English. In most lessons, feedback supports pupils to improve their work. However, on a few occasions, teachers do not make their learning expectations clear enough or ensure that pupils apply previous learning to new situations. At these times, pupils do not make as much progress as they could. Teachers have developed classroom environments that promote pupils’ independence, enabling them to work in a way that suits the task best. The school benefits from large grounds and a range of outdoor spaces. Currently, however, the school does not make the best use of these to support pupils’ progress.