Pupils enjoy their time at the school greatly. The main reason for this is because they have a positive relationship with their teachers and other staff, which helps to establish a pleasant atmosphere around the school. Teaching is successful and the school environment promotes beneficial learning opportunities. The learning areas, both outdoors and indoors, are stimulating and adventurous. This supports most pupils to make strong progress in developing their literacy and numeracy skills and, as a result, they achieve well from their starting points. At times, the pace of teaching is slow, which hinders pupils’ enthusiasm and desire to start their work. All staff succeed in promoting an ethos of care and support for pupils, which encourages them to take responsibility for their wellbeing and behaviour. This contributes to their positive attitudes to learning and their resilience to work independently purposefully. The school also guides pupils purposefully towards gaining confidence in their identity, while also developing a strong sense of respect for the feelings of others. Pupils state openly that they feel safe at the school and in each other’s company. They take pride in the fact that staff encourage them to embrace their happiness to enrich their lives. Teachers listen carefully to what pupils would like to learn about. They combine these ideas and interests with interesting lessons, which encourage pupils to develop their knowledge, skills and understanding in a variety of different ways. Pupils make exceptionally good progress in their literacy skills in Welsh and English, and many use these skills effectively across all areas of learning. Pupils’ numeracy skills are also developing well. However, teachers do not plan activities systematically enough to promote and develop pupils’ digital skills across the curriculum. The headteacher is determined to succeed for the benefit of the pupils and the community. As a result, all staff and governors work diligently with each other and the headteacher shares responsibilities intelligently among the staff. The senior management team provides beneficial professional learning opportunities for staff. This supports a thriving whole-school ethos where staff feel that they are valued for their conscientious contributions to school life. Leaders self-evaluate the school’s work rigorously to plan for improvements. This is a detailed process and the manageable targets focus correctly and reliably on improving provision to improve pupils’ learning.