The school was praised for its “extremely supportive working relationships” between pupils, teachers and staff. Pupils were also said to communicate confidently once they reach older year groups, with a positive attitude to the Welsh language.

Teachers have “high expectations” for pupil behaviour, meaning behaviour across the schools is “exceptionally good”.

One highlight picked out by Estyn is how the school develops pupils’ understanding of their local area.

The only recommendations were to improve how progress is monitored, and to provide better opportunities to write at length and apply numeracy skills.

Staff were praised for how pupil behaviour and attendance have improved.

Estyn highlighted the school’s Hwm Hafan project, which allows pupils to calm down at the start of the school day to increase their willingness to learn.

The school’s learning ethos is described as “exciting”, meaning pupils make sound progress in their Welsh language skills. This progress is regularly tracked, meaning pupils with Additional Learning Needs (ALN) are support at the earliest opportunity.

Estyn recommended improved accuracy in writing skills and neatness in presentation of work.

Estyn picked out two highlights: the development of natural and mature Welsh-speakers and supporting families and pupils.

The school has a warm and welcoming atmosphere, with the headteacher described as an “excellent role model” who “sets high expectations for herself, staff and pupils”. Resultingly, behaviour at the school is “excellent”, and there are robust arrangements in place to support pupils from low-income households.

The only recommendation was to strengthen independent learning.

Estyn picked out the school’s “rigorous pupil monitoring” and culture of partnership working with the local community and parents as particular highlights.

The school is described as “happy, safe and highly inclusive”, with a strong culture of trust and open communication. The school’s ALN support is also said to be highly effective across literacy, numeracy and emotional well-being, with a strong emphasis on reading across the school.

Recommendations include providing proper challenge to all learners and improving digital skills.

The school’s leaders were said to have a good understanding of the impact of poverty on learning, so they make good use of the Pupil Development Grant to increase attendance – particularly amongst those eligible for free school meals.

The school has “a happy and caring environment”, with strong leadership from the headteacher. The school makes good use of its library, while all pupils make good progress in reading, writing and maths, developing good problem-solving skills.

Recommendations were made to focus on quality of teaching and to do more to develop independent learning skills.

Estyn picked out the school’s “strong and professional partnership” with its governing body, which means the school has a deep understanding of its strengths and weaknesses.

The school is said to have a “welcoming and inclusive” environment, where pupils with additional needs are quickly identified and offered targeted support.

Recommendations include addressing teaching inconsistencies, improving Welsh language skills and addressing persistent absence.

The school was placed into special measures in November 2025, and is set to become part of a “federation” of four Garw Valley English-medium primary schools.

While relationships between pupils and staff are said to be “positive and nurturing”, with clear improvements to the school’s leadership, there was a need to improve governance, safeguarding measures, persistent absence and overall teaching.

Estyn praised the school’s committed staff, as well as the range of professional development offered. Staff feel supported by the school’s leaders and believe their wellbeing is taken into account.

Assessment is effective and properly tracked. Curriculum planning was a particular strength, meeting legal obligations whilst also taking into account pupils’ diverse needs.

Recommendations include improving attendance, providing consistent challenge to pupils, and making progress adapting the school to meet the complex needs of students.

The school has a strong sense of community, closely working with parents. Pupils were also said to have meaningful opportunities to share ideas about what they learn. Older pupils take part in the “Penybont Pioneers” to influence school life.

The school’s support for pupils with additional needs was picked out as a strength, with early monitoring and progress.

Recommendations include improved work on teaching quality, ensuring all pupils make the progress they need to, reducing absence and improving Welsh skills.

Estyn’s spotlight is the school’s efforts to boost reading amongst pupils who receive free school meals. This includes shared class novels, book swaps, taking part in World Book Day and embedding reading across all lessons.

The transition arrangements from primary school are said to be particularly strong, with relationships built early so the move from primary to secondary school goes smoothly.

The school also has a strong commitment to support pupils with additional needs.

Recommendations include improved planning, strengthening quality of teaching and improving numeracy skills.

Estyn was satisfied that all schools that received follow-up visits over the year had made progress towards meeting recommendations at their last inspection; a full list is available in the report.

Blaengarw Primary has been removed from the list of schools requiring Estyn review, having made enough progress in meeting recommendations.

Bryncethin Primary has been taken out of special measures, having made significant progress in addressing Estyn’s concerns. These include improved leadership structures, better monitoring of work, improved teaching quality and improved attendance.