Learning (Standards)

Pupils' digital skills are developing firmly across the school. Many pupils in the nursery and reception classes control a small programmable robot effectively. In Year 1 and 2, most pupils use tablet computers maturely in order to record their work independently. They use a log method to create digital graphs that summarize the eye colour of the pupils in the class. In the older classes, most pupils use a range of programs confidently, and decide which software is best for carrying out different tasks. For example, in Year 3 and 4, they create effective presentations about the importance of looking after the world and reducing pollution. At the top of the school, they skilfully use a database to discover information, for example when learning about the Welsh who travelled to Patagonia on the Mimosa. They also demonstrate solid coding skills when creating animation in the form of an exciting game and develop their work by making the game more challenging for players following feedback from teachers.

Most pupils' digital skills develop effectively as they move through the school. They combine their understanding of different computer programs and apps with increasing confidence to enrich their work. In the youngest classes, they handle and discuss devices confidently, for example when using a digital tablet to record their work and to develop their speaking and listening skills. By Year 2, they create simple graphs of the eye colors of the class members. Most of the school's oldest pupils use a range of software to skillfully present work across the learning areas. For example, they successfully use databases and spreadsheets to record profits following the sale of a product from the flag stand.

Pupils' digital skills are constantly developing across the school. Most of the youngest pupils use digital devices purposefully to reinforce their literacy, numeracy and creative skills. By the end of Year 2, many are able to create a block graph of facts about the pupils in the class. Most of the older pupils use the web to research independently in order to find information on a variety of subjects. Many pupils develop an effective understanding of how to handle data and create spreadsheets. A good example of this is the pupils' database about T. Llew Jones' books.

Teaching and Learning Experiences

The learning teams create flexible work plans that give a clear focus on systematically developing literacy, numeracy and digital competence skills. The teachers focus appropriately on teaching specific skills, building pupils' confidence to apply their skills in different contexts across the curriculum. The staff are starting to provide opportunities for the older pupils to choose the most effective way to develop their ideas and present their work. 

Learning (Standards)

Given the opportunity, the majority of pupils develop their digital skills appropriately. They use subject-specific digital software beneficially, for example when they create animations in their digital technology lessons. Many pupils develop their digital skills beneficially across the curriculum. For example, they use software skillfully when designing logos for the school's Eisteddfod and create pie charts incorporated into spreadsheets when studying the weather in their geography lessons. When they have the opportunity, pupils develop their digital skills firmly, as they, for example, develop a website on the coal industry in Year 9 and when editing photographs and discuss in an informed manner how they went about doing that. Pupils are confident when using laptops for specific purposes in lessons.

Teaching and Learning Experiences

In their information technology lessons, and in the opportunities across the curriculum, many pupils develop their digital skills successfully. For example, in science lessons, pupils use spreadsheets to create scatter graphs and solve formulas, and in Welsh lessons, pupils create podcasts on current issues.

The literacy, numeracy and digital skills co-ordinators have developed organized and beneficial plans and guidance for departments across the school. They develop increasingly effectively in their roles and are strong and energetic advocates for their areas of responsibility. However, the provision for developing pupils' growing skills has not been strategically planned across the curriculum. Arrangements for monitoring the provision across the relevant subjects are in their early days. The skills co-ordinators collaborate effectively with departments to identify purposeful opportunities to plan and develop pupils' literacy, numeracy and digital skills.

Learning (Standards)

Pupils across the school are making strong progress in their digital skills. Most primary age pupils research on the web with confidence, for example to find information about birds creating a file of interesting facts. By Year 2, the pupils program correctly to move a digital tool along a specific path. Many Year 6 pupils present information skillfully. For example, they access information from the web about the body's organs including a voice recording to describe the purpose of the organs. Secondary age pupils' digital skills build successfully on their previous experiences. Many of the pupils have very competent digital skills. For example, they create a suitable chart to display the data on the proportional change in life expectancy in African countries. Many are skilled at using complex software to compose music and create digital games. Many pupils demonstrate purposeful coding skills, for example to create their own websites on renewable energy.

The youngest pupils use technology successfully, for example when creating autumn pictures with an art kit. Many pupils continue to develop digital skills appropriately, mainly when using the web to discover information and using different software to present information. They take advantage of occasional opportunities to develop other digital skills appropriately. For example, in their technology lessons, Year 8 pupils code a machine to measure how far they walk. However, overall, pupils develop a limited range of digital skills, and they do not develop their skills coherently over time.

Teaching and Learning Experiences

There are beneficial opportunities for the school's youngest pupils to use and apply their basic digital skills and very few teachers plan beneficial activities to target a wider range of digital skills. Leaders have started to conduct an audit and map the opportunities to develop pupils' skills across the school. However, there is no whole school strategy to ensure that pupils' English writing skills, numeracy and digital competence develop over time.