Ysgol Llan-y-pwll is a caring, happy and inclusive learning community where there is a strong sense that every pupil is a member of a large, close-knit family. The school opened in September 2022 and, at the time of the inspection, provided education for pupils up to and including Year 3. Staff have a comprehensive knowledge of pupils, their families and the wider community and this knowledge is used skilfully to provide pupils with purposeful support to meet their well-being and learning needs in a timely manner. Leaders and staff have high expectations in terms of promoting the Welsh language and they model the language purposefully, which is beginning to have a beneficial effect on pupils’ oral skills from a young age. On the whole, they behave well and are beginning to develop an increasing understanding of the purposes of rules, rewards and sanctions at school, which contributes beneficially to most pupils’ positive attitudes to learning. Most pupils make consistent progress in a range of skills from their various starting points, including those with additional learning needs (ALN). Teachers plan meaningful and interesting learning experiences for pupils, which reflect the local context purposefully. However, learning activities do not always ensure the appropriate challenge to support pupils to make the best progress in all aspects of their development. When they are given an opportunity to do so, pupils suggest appropriate ideas for their themes and are willing to support valuable activities to raise money to help others beyond their local area. However, pupils’ leadership roles through dedicated councils have not been developed fully to have a wider impact on the life and work of the school. Arrangements for monitoring and evaluating the school’s work are purposeful. Staff are given valuable opportunities to develop their professional practices continuously through a rich professional learning offer, both internally and outside the school. Governors are supportive and provide the headteacher with a sensible balance of support and challenge. However, the governing body does not undertake a strong enough role in the school’s self-evaluation processes consistently enough to identify its strengths and areas for improvement. The way in which leaders forge valuable partnerships with parents and the wider community is an effective feature of the school’s work.