Nearly all pupils are eager to attend school. They are keen to talk to adults and speak eloquently and with great pride about their school. Nearly all pupils fully embrace and adopt the school’s values. They act responsibly in looking after resources, trust each other when working together and act positively when engaging in new experiences. Most pupils demonstrate high levels of resilience and positive attitudes to learning. They feel safe and well cared for and they trust that staff will always support them through difficult times. Over their time in school nearly all pupils make at least good progress and often better, from where they started. Most pupils know what they can do well, where they need to improve and what makes them unique. They have many opportunities to influence and improve their school and are excited to work alongside school leaders to bring about improvements. Pupils' well-being and emotional development are central to the work of the school and staff work diligently to ensure that the school is a reflective learning organisation. The way the school's family-centred, ethos shapes how it cares for, supports and guides pupils' development is highly significant. Relationships between staff, pupils and parents are strong. Staff provide pupils with exciting learning experiences and the curriculum reflects the ambitions of the Curriculum for Wales. Teachers think carefully about how pupils learn best and use a range of approaches, such as thoughtful hooks to enhance learning. Staff demonstrate an eagerness to improve their professional skills collectively and within a variety of working partnerships. This enables them to tweak provision to best meet pupils’ needs. The headteacher provides measured, compassionate leadership. Governors support the school well and along with dedicated staff place the welfare of all pupils and improving learning at the centre of school life. Partnerships with parents and all outside agencies are effective. Leaders and staff are confidently on their way to realising a curriculum that is authentic and reflects the needs of the community. Overall, the school is good at identifying areas of its work that are successful and those aspects that need to be improved. For instance, the school’s work to develop pupils’ reading skills has been highly effective and led to improvements in its provision and the progress that pupils make. Looking forward, leaders and staff now recognise that creating more opportunities for pupils to extend their writing independently, will improve their progress further.