Diligent leaders ensure an inclusive ethos and positive culture across the school, which focuses on improving pupils’ outcomes. This intelligent vision, which supports the school's improvement practices, contributes to good behaviour and a willingness to learn among pupils. Leaders’ motivation and willingness to strengthen the school’s improvement procedures, through regular and thorough evaluations, leads to effective systems to develop the school further. Leaders review staff’s performance regularly and professional learning opportunities have a robust effect on pupils' wellbeing and learning. Governors challenge and support leaders thoughtfully, and focus on improving teaching and learning through an effective monitoring cycle. Leaders ensure an inclusive and appropriate learning environment within the school, although outdoor provision has not been developed well enough to support pupils to immerse themselves fully in their learning. Teachers design a broad and balanced curriculum, which focuses on developing all pupils' skills as they move through school. As a result, progress in pupils' literacy skills, in both Welsh and English, and pupils' numeracy and digital skills, is developing soundly. Overall, the pace of teaching sessions moves at a speed that supports the learning. However, in a few lessons, the quality of teachers' teaching and the challenge that they give pupils are not consistent across the school. The feedback provided by teachers to pupils to improve their learning is appropriate. However, this feedback does not always identify the next steps in individual pupils’ learning correctly. Staff and pupils build close and trusting working relationships. They encourage pupils to cooperate and share ideas and suggestions sensibly, which develops their loyalty and respect for others effectively. Pupils develop valuable personal, social and creative skills, which support their cultural awareness and appreciation purposefully.