Ysgol Llandygai is a homely community and pupils have positive attitudes to learning. Almost all pupils are extremely polite and respectful to adults and visitors. They behave very well. Recently, leaders have begun to participate in a limited range of suitable monitoring activities. However, the school's self-evaluation processes do not give leaders a clear enough understanding of weaknesses in teaching and learning. This means that planning processes do not support effective improvement over time. Although governors are supportive and manage resources appropriately, their role in evaluating the school's performance has not been developed sufficiently. Across the school, around half of pupils, including those with additional learning needs (ALN), make suitable progress in their knowledge and understanding across the areas of learning. However, as a result of shortcomings in leaders' strategic processes and in how teachers plan their lessons, about half of pupils do not achieve to the best for their age and stage of development. On the whole, pupils make appropriate progress in developing their English speaking and reading skills, and their digital skills. However, the quality of teaching is inconsistent, and in the older pupils' classes, teachers' expectations of what pupils can achieve are too low. This happens in a range of skills, particularly their literacy and numeracy skills, including the development of their Welsh language skills. The school has planned a purposeful and interesting curriculum that supports pupils' knowledge of their local area, Wales and the wider world. Staff have fostered positive relationships between the school and its community. Pupils benefit from an interesting range of visits, visitors to the school, and regular opportunities to discuss moral and social issues. Staff prioritise pupils' well-being and convey a supportive and caring ethos. As a result, pupils feel happy at the school and are prepared to turn to staff for support, when needed. Pupils are provided with beneficial opportunities to learn outdoors, which contributes to their well-being and enjoyment of attending school. Recently, attention has been given to the importance of regular attendance, but the continuous attendance of a few pupils, over time, is too low.