At the heart of the school there is purposeful leadership and dedicated staff who work together to create a caring, welcoming and inspiring learning environment. The headteacher and leadership team set a suitable strategic direction, building a happy community where respect and Welsh identity are valued. Pupils across the school behave kindly and maturely, and show respect for staff and visitors. The school's inclusive ethos ensures that all pupils feel safe and receive the support they need to succeed. As a result, most pupils across the school make good progress. Pupils with additional learning needs receive purposeful support, with staff working closely with external services to ensure beneficial progress. Staff are committed to providing rich learning experiences, including educational visits and creative activities such as theatre projects and opportunities to perform, which support pupils' understanding and interest. As a result, most pupils show positive attitudes towards learning, taking pride in their school and community. Teachers cooperate closely and plan interesting learning activities that are designed for an appropriate range of attainment levels. However, they do not always challenge pupils sufficiently to ensure the best progress. The school has appropriate monitoring and planning for improvement arrangements that identify effectively some key elements of the provision that need to be improved. However, they do not always set out actions that are detailed enough or evaluate the effect of actions on improving the quality of teaching and learning. As a result, the history of school improvement is inconsistent. Governors undertake a hands-on role in school life and work enthusiastically to improve the wider community's understanding of the benefits of Welsh language education. The school places a strong emphasis on developing pupils' Welsh language skills, ensuring that Welsh is a natural part of everyday life. It also supports parents with Welsh lessons to promote the use of the language at home. In addition, mathematics and literacy skills are developed effectively, with opportunities to learn through practical experiences and reallife problems. However, teachers tend to over-direct and limit opportunities for pupils to take responsibility for their learning in order to become independent learners. The school works closely with its cluster to share good practice and transition to secondary school is organised well and prepares pupils confidently for the next stage in their education.