In a very short space of time, the executive headteacher has worked diligently with the school’s governing body and the local authority to develop a positive culture of teamwork amongst the staff and the local community. This has begun to address important weaknesses in the school’s leadership practices and provision. Over time, leaders have not monitored and evaluated the school’s work and its impact on pupils’ learning carefully enough. This has led to a lack of sufficiently challenging learning experiences to support pupils to progress and demonstrate their true abilities. Over time, leaders have not addressed vital aspects of the school’s provision well enough. This includes improving teaching and assessment practices through purposeful professional development and implementing the Curriculum for Wales within required timescales. Pupils interact well with adults and each other and they are courteous and polite. They enjoy coming to school and are eager to learn. This is due to the positive working relationships that they have with their teachers and the support staff. There is a welcoming and inclusive atmosphere at the school and pupils and staff enthuse about the newly decorated corridors and the re-furbished and re-organised library and cooking areas. The school environment promotes beneficial learning opportunities, both indoors and in the extensive outdoor areas. Within these appealing learning areas, all staff promote a positive ethos of care and guidance for pupils. This encourages pupils to take responsibility for their own well-being and behaviour effectively and contributes to their positive approach to school life. This culture of support helps pupils to build confidence in themselves as individuals, while also developing a strong respect for the feelings of others. Pupils' speaking in English, their listening, reading, creative and physical skills make good progress as they move through the school, and they use these skills effectively across many areas of the curriculum. However, pupils do not develop their writing, numeracy, digital and Welsh oracy skills well enough, when considering their positive starting points at school. Since taking up her role, the executive headteacher has shared responsibilities effectively among staff and provided relevant opportunities for professional learning. This has begun to develop and contribute to a thriving whole-school ethos, where staff and pupils feel valued for their contributions to school life.