Ysgol Gymraeg Ystalyfera Bro Dur is a caring, inclusive Welsh community where effective support meets pupils’ emotional, health and social needs. This was found to be significant recently when pupils needed particular support throughout the pandemic and on their return to school under the Covid-19 restrictions. Most pupils interact happily and naturally with each other in lessons and at play times. They communicate politely and confidently with adults and are very welcoming towards visitors. Pupils are proud of their school and their Welshness. The school Senedd is extremely active and ensures that pupils play a key role in making decisions about the school’s work. In the wellbeing centres, ‘Y Gilfach’ and ‘Y Gorwel’, staff plan skilfully and provide valuable interventions. There is innovative provision for pupils with behavioural difficulties and emotional problems in the ‘Stafell Stwnsh’, and they are able to access a series of purposeful activities led by staff and their peers. This contributes significantly to developing pupils as well-rounded principled and knowledgeable citizens. The headteacher is energetic, enthusiastic, and passionate about the school’s future. She and the leadership team have a clear vision in terms of promoting Welshness and developing courteous pupils who take pride in themselves and their local communities. However, leaders do not communicate clearly enough which aspects should be celebrated as unique aspects of both sites and to what extent staff across the school are expected to work together. Leaders have made and maintained improvements in provision for pupils’ wellbeing successfully. Again, planning for improvement is not always specific or effective enough. The relationship between teachers and pupils is very positive and most staff are successful in creating a working environment that encourages and supports pupils. Across the school, they provide suitable experiences for pupils, which enable a majority of pupils to make sound progress as they move through the school and develop their skills appropriately. A majority of pupils speak confidently and maturely and write skilfully for different audiences. They read purposefully and express meaning clearly. Many pupils have sound number skills and make strong progress in their digital skills. While there are strengths in the quality of teaching across the school, there are common shortcomings in a minority of teachers’ planning. Overall, a minority of classroom activities and specific tasks do not provide enough challenge for pupils.