Ysgol Pant-Y-Rhedyn is a caring and inclusive learning environment. The headteacher and staff have a shared vision reflected through the school’s motto ‘through effort, I will succeed’. Pupils feel safe and listened to at school. Nearly all behave very well during lessons, at play times and when they move around the school building. They benefit from the school’s strong focus on health and well-being. They succeed in inspiring pupils to learn and engage well in lessons. As a result, during their time in the school, nearly all pupils make sound progress from their starting points. Pupils make good progress in developing digital skills, such as learning to use coding to run simple programs. Most make sound progress in developing an understanding of mathematical concepts and apply their numeracy skills suitably in their work across the curriculum. Most develop literacy skills in English well during their time in the school, although the opportunities they receive to write independently in crosscurricular contexts is often too limited. Nearly all pupils make suitable progress in understanding information shared with them in Welsh, but a majority are reluctant to respond in Welsh. In general, pupils’ Welsh speaking skills are underdeveloped. Teachers plan and deliver engaging lessons as part of a broad and balanced curriculum. In the strongest examples, they provide challenging activities that encourage pupils to develop their knowledge and apply their skills meaningfully. However, tasks are not always challenging enough. Teachers make effective use of questioning to develop pupils’ understanding and to assess their progress in lessons. They have recently begun to provide pupils with more valuable opportunities to develop their work in response to written feedback, but this is at an early stage of development. The school is well led. Leaders create and maintain a culture of teamwork successfully. As a result, staff plan together and regularly reflect on their teaching and learning. For example, they introduce new teaching approaches while introducing the Curriculum for Wales. Leaders have well embedded processes for self-evaluating the school’s work. As a result, they have a sound understanding of the school’s strengths and areas for development.